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Wahyono, Irawan Dwi, Djoko Saryono, Khoirudin Asfani, Muhammad Ashar, and Sunarti Sunarti. "Smart Online Courses Using Computational Intelligence." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (July 31, 2020): 29. http://dx.doi.org/10.3991/ijim.v14i12.15601.
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Computer network security has become an important issue in recent decades, the government and several international organizations have invested in professional education and training for computer network security. In addition, with the increasing incidence of computer network security crimes, the government and several organizations have taken precautions by providing training to students about computer network security. Some parties develop learning models that are suitable for students and find appropriate learning methods to produce professionals in the field of computer network security that is more effective. The purpose of this study is to design a framework-based Learning system in the form of an Adaptive Online Open Course in Computer System Security Subjects for Information Technology (IT) students. The benefits of this framework are to enhance students' skills and abilities in industrial-based computer network security, startup companies and the ability to complete CTF competitions in IT network security. The framework designed is Adaptive in which students learn according to the interests and topics of Computer Network Security. Interest-based on students in completing the pretest per topic. Testing in this study is testing the impact and improvement of students' learning abilities and skills on Computer Security and Security System Competence testing in a small group consisting of 20 students by seeing the success of completing 3 CTF Topics with each topic totaling 100 computer network security problems in the CTF competition, the average validation result was 83.01% and the CTF exam passing rate was 93%
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Gilmore, Linda, and Marilyn Campbell. "Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students." Australian Educational and Developmental Psychologist 26, no. 2 (December 1, 2009): 165–73. http://dx.doi.org/10.1375/aedp.26.2.165.
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AbstractThe assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.
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Jensen, Arthur R. "Intelligence Testing and Minority Students: Foundations, Performance Factors, and Assessment Issues." Intelligence 30, no. 2 (March 2002): 216–17. http://dx.doi.org/10.1016/s0160-2896(01)00093-9.
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Aybek, Eren Can, Duygu Çavdar, and Tansu Mutlu Nilüfer Özabacı. "University Students’ Moral Judgment and Emotional Intelligence Level: A Model Testing." Procedia - Social and Behavioral Sciences 191 (June 2015): 2740–46. http://dx.doi.org/10.1016/j.sbspro.2015.04.666.
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AL-Qadri, Abdo Hasan, and Wei Zhao. "EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC ACHIEVEMENT." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 360–80. http://dx.doi.org/10.33225/pec/21.79.360.
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Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. Keywords: emotional intelligence, academic achievement, factor analysis, development and relationship
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Cody, M. Schelle, and Loreto R. Prieto. "Teaching Intelligence Testing in APA-Accredited Programs: A National Survey." Teaching of Psychology 27, no. 3 (July 2000): 190–94. http://dx.doi.org/10.1207/s15328023top2703_05.
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We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.
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Tapia, Martha. "Measuring Emotional Intelligence." Psychological Reports 88, no. 2 (April 2001): 353–64. http://dx.doi.org/10.2466/pr0.2001.88.2.353.
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The purposes of this study were (a) to develop a measure of emotional intelligence, the Emotional Intelligence Inventory and (b) to find the underlying dimensions of the inventory by testing 111 high school students at a bilingual college preparatory school. The inventory has 45 items. After excluding the four weakest items, the reliability coefficient α was .83. Subsequently, 319 junior and senior high school students at the same school were administered the 41 items. The reliability coefficient was .81. A maximum likelihood factor analysis with a varimax rotation yielded four factors of empathy, utilization of feelings, handling relationships, and self-control. Psychometric properties were sound, and the revised Emotional Intelligence Inventory can be recommended for use in the investigation of emotional intelligence.
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Arjanto, Paul. "Development of social intelligence test for high school student." SCHOULID: Indonesian Journal of School Counseling 2, no. 1 (June 1, 2017): 33. http://dx.doi.org/10.23916/008621913-00-0.
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Measurement of social intelligence on high school students are not available. The study aims to generate an instrument to measure social intelligence of high school students comprehensively. Product development of instruments and manual social intelligence for high school students who revised based on judge of two experts in instrumentation and social intelligence, readability test of the 100 high school students, reliability testing and validity testing to the 956 high school students. Expert judges by using the inter-rater agreement models show a high index between variables and sub-variables until descriptors and the items. Reliability test result by using Alpha coefficient of internal consistency obtained for 0.899. The construct validity of non-verbal test shows that there are six factors and verbal test shows that there are four factors. The validation process of exploratory factor analysis showed loading factor ranges between 0.566-0.996. The norms of social intelligence tests classify into six levels.
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Wahyuningsih, Eny, and Nanda Suryadi. "The Effect of Intelligence Quotient, Emotional Quotient, and Spiritual Quotient on The Ethical Attitude of Accounting Students at Islamic Universities in Pekanbaru (Empirical Study on Riau Islamic University and State Islamic University Sultan Syarif Kasim)." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 446. http://dx.doi.org/10.14419/ijet.v7i2.30.13796.
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The research is aimed at: 1) Testing the effect of intellectual intelligence (IQ), emotional intelligence (EQ), and spiritual intelligence (SQ) on ethical attitudes of university accounting students, simultaneously and partially; 2) Testing which variable that has dominant effect. The respondents of the research are accounting students at Islamic University of Pekanbaru, Purposive sampling technique is chosen with criteria respondents have done Auditing I subject. Data was gathered by questionnaires and documentation. Data analysis to test hypothesis was done with multiple linear regression analysis. This research results show that IQ, EQ, and SQ simultaneously had significantly effect on ethical attitudes of university accounting students. But partially, only IQ has significantly and dominantly effects on ethical attitudes of university accounting students.
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Kupriyanov, Roman B., Dmitry L. Agranat, and Ruslan S. Suleymanov. "Use of artificial intelligence technologies for building individual educational trajectories of students." RUDN Journal of Informatization in Education 18, no. 1 (December 15, 2021): 27–35. http://dx.doi.org/10.22363/2312-8631-2021-18-1-27-35.
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Problem and goal. Developed and tested solutions for building individual educational trajectories of students, focused on improving the educational process by forming a personalized set of recommendations from the optional disciplines. Methodology. Data mining and machine learning methods were used to process both numeric and textual data. The approaches based on collaborative and content filtering to generate recommendations for students were also used. Results. Testing of the developed system was carried out in the context of several periods of elective courses selection, in which 4,769 first- and second-year students took part. A set of recommendations was automatically generated for each student, and then the quality of the recommendations was evaluated based on the percentage of students who used these recommendations. According to the results of testing, the recommendations were used by 1,976 students, which was 41.43% of the total number of participants. Conclusion. In the study, a recommendation system was developed that performs automatic ranking of subjects of choice and forms a personalized set of recommendations for each student based on their interests for building individual educational trajectories.
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Ratih Manuari, Ida Ayu, and Ni Luh Nyoman Sherina Devi. "Pengaruh Kecerdasan dan Love of Money Terhadap Persepsi Etis Mahasiswa Akuntansi." E-Jurnal Akuntansi 30, no. 11 (November 28, 2020): 2969. http://dx.doi.org/10.24843/eja.2020.v30.i11.p19.
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This study aims to determine the effect of intellectual intelligence, emotional intelligence, spiritual intelligence, and love of money on the ethical perceptions of accounting students. The purpose of accounting education is to introduce students to values and ethical standards in the accounting profession. The importance of ethics in a profession makes the accounting profession focus its attention on the ethical perceptions of accounting students, as a starting point in increasing perceptions of the accounting profession. therefore, research on ethics in accounting students is needed. The sample was selected using nonprobability sampling method with a total sample of 75 respondents and used multiple linear regression analysis as a testing tool. The results showed that spiritual intelligence and love of money had a positive effect on the ethical perceptions of accounting students. Intellectual intelligence and emotional intelligence were found to have no effect on ethical perceptions of accounting students.
Keywords: Intelligence; Love of Money; Ethical Perception.
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Satova, A. K., and G. Sh Rymzhanova. "RESEARCH ON ANXIETY IN STUDENTS OF VARIOUS SPECIALTIES." BULLETIN Series Psychology 66, no. 1 (May 28, 2021): 103–10. http://dx.doi.org/10.51889/2021-1.1728-7847.19.
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This article examines the concept of «anxiety» as an urgent psychological problem among students. The paper presents the results of a study of reactive (situational) and personal anxiety in students of different areas of training, and their relationship with indicators of self-esteem a social intelligence. In the course of the research, testing was carried out among 93 respondents aged 16 to 22 years. As a result of studies of the level of anxiety (methodology of Ch.D. Spielberger, adaptation of Yu.L. Khanin), it was revealed that there is no positive correlation between the level of anxiety and indicators of self-esteem and social intelligence in this category of students.
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Lestari, Anista Vera Duwi, and Khoirun Nisa. "PENGEMBANGAN LEMBAR KERJA SISWA BERBASIS MULTIPLE INTELLIGENCE PADA MATERI ENZIM SISWA SMA." Edubiotik : Jurnal Pendidikan, Biologi dan Terapan 3, no. 02 (December 8, 2018): 48–57. http://dx.doi.org/10.33503/ebio.v3i02.93.
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This research was conducted based on the problems that occurred, among others: LKS owned by students so far have not been able to train students to learn independently and low mastery of students on metabolic material. The purpose of this development research is to find out the development process and find out the results of the development of Multiple Intelligence Based Student Worksheets on the material of high school students' enzymes. This study uses the 4D development model by Thiagarajan et al. which includes 4 stages: Define, design, design and Disseminate. Testing of Multiple Intelligence-Based LKS products, there are several aspects including media assessment, assessment of material and readability tests. Multiple Intelligence-based worksheet validation results have been obtained by media expert validators with a percentage of 96.43%, by the material expert validator with a percentage of 84.21% and the students' readability trial results obtained a percentage of 65.33%. Based on the data that has been obtained for testing this Multiple Intelligence-Based LKS product, it is expected that in the future it can be tested on a large scale in the classroom for further development. Further development, can be done with classroom action training (PTK) or Experimental research.
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Royidi, Ayif. "Pengaruh Metode Pembelajaran dan Kecerdasan Linguistik Terhadap Kemampuan Bahasa Arab Siswa Kelas II SDIT Anak Sholeh." JTP - Jurnal Teknologi Pendidikan 18, no. 2 (August 1, 2016): 77. http://dx.doi.org/10.21009/jtp1802.2.
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The purpose of this research is to find out the influence of Three-ber method and linguistic intelligence implementation on Arabic students learning Ability of Arabic language. The research is comparative quantitative with the experimental methods and 2 x 2 by level design .A test is the instrument, used to gather the linguistics data intelligence and student Ability of Arabic language. ANAVA is applied for hypothesis testing two lanes continued to Tukey Test .The results of the study (1) .The Students who learn Arabic trough Three-ber method achieve better than the students who is being taught conventionally(2) There is an interaction between learning method and linguistics intelligence(3)The students whose high linguistic intelligence and learn using Three-ber method achieve better than the students who learn conventionally(4). Arabic students learning Ability of Arabic language whose low linguistic intelligence and learn using Three-ber method achieve lower than student who is being taught conventionally.
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Šedivý, Josef, and Cestmir Barta. "The Relationship of Computer Graphics and Visual Intelligence - Research Studies." Applied Mechanics and Materials 462-463 (November 2013): 1011–14. http://dx.doi.org/10.4028/www.scientific.net/amm.462-463.1011.
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This article is an introductory study on extensive research and testing of visual spatial intelligence. Research respondents are students of technical universities with experience in spatial modeling on a computer. The aim of the research is to determine whether experience with spatial modeling is related to the level of spatial intelligence.
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Wardhaugh, Felicity, and Colin James. "A Client-Focused Practice: Developing and Testing Emotional Competency in Clinical Legal Interviews." International Journal of Clinical Legal Education 20, no. 2 (July 8, 2014): 633. http://dx.doi.org/10.19164/ijcle.v20i2.27.
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<p>Law students learn interviewing skills as part of their clinical legal education. Teaching this skill to students involves helping students relate to clients. Recent suggestions for teaching students have included adopting a client centred approach to legal interviewing. Similarly, in the face of growing concerns about the adversarial culture of lawyers there have been calls for lawyers to develop relationship-centred competencies.</p><p>Typically, law students attending law schools are in their early twenties and, in terms of experience and developmental capacities, many may not be at a stage where thinking about the client comes naturally. Students interviewing clients tend to ignore visual or spoken clues from the client. A law student, observed by one of the authors, recently demonstrated this tendency whilst interviewing a client at the University of Newcastle Legal Centre (UNLC). The client’s gaunt physical appearance made it clear that the client was unwell. The student took instructions for a Will without asking any questions about the client’s motivation for seeking legal help. It later transpired that the client needed advice about a terminal illness claim.</p><p>If law students can learn how to improve their emotional competency whilst interviewing a client, they may relate better to clients in a clinical legal setting and be able to obtain more relevant information. We have found no recent research in the discourse on clinical legal education as to whether training in emotional intelligence can improve law students’ performance in a client interview. At the University of Newcastle we have designed a research project to test whether training students in emotional competence (applied Emotional Intelligence) can produce a measurable change in the client’s experience of a legal interview.</p><p>One of the major challenges in researching this question is the lack of guidance in the literature as to how best to train law students for emotional competence. Many publications have focused on the validity or measurement of emotional intelligence and less on the functional aspect of how to increase emotional competencies. Part of the research project therefore involves designing a training program to assist clinical law students to develop emotional competencies.</p><p>This paper is in two parts. The first part discusses the background to the research and some preliminary findings from stage one of the research. The second part discusses a proposed outline for the training program.</p>
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Cole-Malott, Donna-Marie, and Curry Malott. "Testing and Social Studies in Capitalist Schooling." Monthly Review 67, no. 10 (March 5, 2016): 51. http://dx.doi.org/10.14452/mr-067-10-2016-03_5.
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In a <em>New York Times</em> editorial on August 15, 2015, the editors, following the NAACP, cautioned that the movement for students to opt out of high-stakes standardized exams was detrimental to minority students and their communities. The rigorous accountability measures of high-stakes exams, it was claimed, compelled teachers and schools to do a better job educating traditionally oppressed students.… Such views ignore the history of high-stakes testing, which has served to perpetuate class inequality and advance white supremacy since intelligence testing was developed during the First World War. More than anything else, standardized testing measures students' access to resources and proximity to dominant cultures, rather than innate ability or quality of teaching. The accountability movement has successfully exploited the existing inequalities of a white-supremacist, capitalist society to argue that high-stakes testing, one of its primary tools, is helping to overcome those same inequalities.<p class="mrlink"><p class="mrpurchaselink"><a href="http://monthlyreview.org/index/volume-67-number-10" title="Vol. 67, No. 10: March 2016" target="_self">Click here to purchase a PDF version of this article at the <em>Monthly Review</em> website.</a></p>
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Steinmayr, Ricarda, Felix C. Dinger, and Birgit Spinath. "Motivation as a Mediator of Social Disparities in Academic Achievement." European Journal of Personality 26, no. 3 (May 2012): 335–49. http://dx.doi.org/10.1002/per.842.
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The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers‘ SES and students‘ achievement, whereas for mothers‘ SES, only children's academic self–concept in chemistry was a significant mediator. These results also held when students‘ general intelligence was controlled. Additionally, we controlled for students‘ grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers‘ SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers‘ SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers‘ SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers‘ and mothers‘ SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.
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Aziz, Selviana Nabilah, and Indra Martha Rusmana. "KECERDASAN NUMERIK DAN SPASIAL TERHADAP KEMAMPUAN MATEMATIS SISWA." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 2, no. 2 (August 30, 2021): 233–44. http://dx.doi.org/10.46306/lb.v2i2.32.
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This study aims to determine: 1. The effect of numerical intelligence and spatial intelligence on students' mathematical abilities 2. The effect of numerical intelligence on students' mathematical abilities, 3. The effect of spatial intelligence on students' mathematical abilities. The research method used is a survey method with quantitative research on class X IPA Senior High School students of Depok City. The sampling technique was a simple random sampling of 120 samples. The data collection technique was given a test of 20 numerical intelligence items and 20 spatial intelligence items in the form of multiple-choice, while the mathematical ability data were taken from a 15 item test in the form of an essay. Before conducting the hypothesis test, the item validity test for the numerical intelligence test, the spatial intelligence test, and the mathematical ability test were carried out using simple regression correlation. The data normality calculations using the chi-square are declared normal—statistical hypothesis testing with t-test and F test. The results of the study concluded that: 1. There is a significant influence between numerical intelligence and spatial intelligence on the mathematical abilities of students Senior High School students of Depok City, namely f count> f table = 21.81> 3.07; 2. There is a significant effect of numerical intelligence on the mathematical abilities of Depok City Senior High School students, namely t count> t table = 10.00> 1.98; 3. There is a significant effect of spatial intelligence on the mathematical abilities of Depok City Senior High School students, namely t count> t table = 14.80> 1.98
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Nawaz, Tufail, Aziz Javed, and Aman Ullah. "Emotional Intelligence, Entrepreneurial Self-Efficacy and Entrepreneurial Intention." Global Social Sciences Review IV, no. II (June 30, 2019): 364–70. http://dx.doi.org/10.31703/gssr.2019(iv-ii).47.
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Current study is an attempt to highlight the connection of emotional intelligence with entrepreneurial intention directly as well as indirectly by taking in account entrepreneurial selfefficacy as a mediator. A sample of 352 final year business administration students from different universities (public sector) of KP, Pakistan is taken by the researcher. Questionnaire is used as data collection instrument whereas measures are adopted from previous literature for measuring present study variables. Reliability analysis for scale reliability, correlation analysis for testing relationships of variables and PROCESS macros (model # 4) for mediation analysis is employed by the researcher to get results. Results depicts a significant positive relationship among study variables. Researcher also find out that self-efficacy (entrepreneurial) mediates the association of entrepreneurial intention with emotional intelligence among final year business administration students.
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Eka Wiratna, Muhammad Zainul Muttaqin, and Hidayatul Hamdiah. "A Correlation Between Students’ Intelligence Quotient (IQ) and Their Writing Ability for the Eighth Grade." Anglophile Journal 1, no. 1 (October 31, 2020): 12. http://dx.doi.org/10.51278/anglophile.v1i1.67.
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This article was focused on the correlation between students’ intelligence quotient (IQ) and their writing ability. The purpose of the study was to find out whether there is any positive correlation between students’ intelligence quotient (IQ) and their writing ability. This study was quantitative research. The sample was 25 students. To collect the data, the researchers informed the students’ an instrument in multiple-choice tests as many as 15 questions for intelligence quotient (IQ) and an essay which is a form in the descriptive text for writing ability. Descriptive statistic and hypothesis testing were used to analyze the data in this research. Furthermore, the mean score of students’ intelligence quotient (IQ) was 78.00 and 66.24 was the mean score of students’ writing. Moreover, the Standard Deviation of intelligence quotient (IQ)was 3.464 and writing was 4.772. The present researcher found out the result of the correlation coefficient was .403 at p =.046 which was lower than 0.05 (as the standard significance level in SPSS) at two tails. This implied the first Ho (null hypothesis) was rejected and first Ha (alternative hypothesis) was accepted. It means that there was a correlation between students’ intelligence quotient (IQ) and their writing ability for the eighth graders of MTs Ihya’ Ulumuddin.
Keywords: Intelligence Quotient (IQ), Writing Ability, and Intelligence
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Darmawan, Nurani Hadnistia, and Hilman Hilmawan. "Pengembangan Alat Ukur Kecerdasan Jamak Siswa Sekolah Dasar Berorientasi Pembelajaran." Edukasi: Jurnal Penelitian dan Artikel Pendidikan 11, no. 2 (March 11, 2020): 67–76. http://dx.doi.org/10.31603/edukasi.v11i2.2956.
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The purpose of this research, in general, is to develop measurement tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence for elementary school students. More specifically the purpose of this study is to test the validity and reliability of measuring tools verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence of elementary school students. The research method used is descriptive development method. Development of measuring tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence was collected through survey techniques by observing to see the emergence of each student. Data analysis techniques in this study were conducted by testing the validity and reliability of the measuring instrument. The research subjects were 30 first grade students scattered in SDN 1 Pasirhalang, SDN 1 Selaawi, and SDN 1 Sukaraja, Sukaraja District, Sukabumi Regency in the 2018/2019 school year. The results of this study indicate that the measurement tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence are in the valid category of 30 indicator items out of 40 indicator items and are reliable with Cronbach's Alpha value of 0.739 which is in the high category.
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Gribble, Nigel, Richard K. Ladyshewsky, and Richard Parsons. "Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study." British Journal of Occupational Therapy 81, no. 7 (March 26, 2018): 413–22. http://dx.doi.org/10.1177/0308022618763501.
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Introduction Emotional intelligence competencies assist occupational therapists in responding in a manner that enables them to be effective healthcare practitioners. Method This longitudinal study tracked the emotional intelligence of occupational therapy and business students using the Emotional Quotient Inventory 2.0 at three time-points over the final 16 months of their university programme. Results Undergraduate occupational therapy students ( n = 139 at time-point 1; n = 52 at time-point 3) completed a mean of 117 days of practice education. Before occupational therapy students commenced placements, emotional intelligence scores were significantly lower than population norms in self-regard, self-expression, assertiveness, independence, problem-solving, stress management, stress tolerance and flexibility. By the end of their programme, students reported significant increases in the emotional intelligence realms of total emotional intelligence score, self-perception, decision-making, self-actualisation, emotional self-awareness, independence and reality testing. However, assertiveness, problem-solving and stress tolerance remained relatively low, and other emotional intelligence domains remained below the population norms. The business students who did zero practice placements showed no increase in any emotional intelligence domains over the same period. Conclusion Emotional intelligence skills are malleable and can improve during practice placements. Supervisors and employers should encourage students and new graduates to practice their emotional intelligence skills under supervision and then provide feedback, so they are better prepared for the emotional demands of healthcare workplaces.
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Ellis, Jason. "“Inequalities of Children in Original Endowment”: How Intelligence Testing Transformed Early Special Education in a North American City School System." History of Education Quarterly 53, no. 4 (November 2013): 401–29. http://dx.doi.org/10.1111/hoeq.12035.
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“There are few if any more significant events in modern educational history than the developments which have recently taken place in methods of mental measurement,” Lewis Terman wrote in 1923 about the intelligence testing movement he did so much to pioneer in American schools throughout the 1920s. Indeed educational historians, particularly Paul Chapman, have shown that the rise of intelligence testing provoked large and relatively swift changes in public education, enabling school systems to sort and stream their students by ability on an unprecedented scale. “By 1930,” Chapman writes, “both intelligence testing and ability grouping had become central features of the educational system.” Less often talked about are the effects of intelligence testing and the concept of intelligence quotient (IQ) on early special education classes, and on the pupils who attended them. In fact, Terman recognized the significance of IQ testing to special education as well. In 1919, he wrote that IQ tests would help to turn the existing logic of learning problems on its head by proving that “the retardation problem is exactly the reverse of what it is popularly supposed to be.”
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Rezeki, Robby, Harun Sitompul, and Julaga Situmorang. "The Effect of Learning Strategies and Cognitive Styles on Learning Outcomes of Mathematics after Controlling Intelligence." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 1151–63. http://dx.doi.org/10.33258/birle.v3i2.1048.
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This study aims to determine the differences in learning outcomes of mathematics subjects between groups of students who are taught with modified inquiry learning strategies and guided inquiry that has a cognitive style after being controlled by intelligence. This research method uses quasi-experimental with 2 x 2 factorial design The research sample consisted of 80 people, each consisting of 1 (one) class of 40 students, both students of Senior High School 5 Stabat and 40 students of Senior High School 1 Stabat. Hypothesis testing results show that: (1) student learning outcomes in mathematics taught with modified inquiry free learning strategies are better than mathematics learning outcomes of students taught with guided inquiry learning strategies after controlling intelligence, (2) learning outcomes of group mathematics students who have FI cognitive style are better than the group of students who have FD cognitive style after controlling intelligence, (3) the effect of interaction between learning strategies and cognitive style on mathematics learning outcomes of students after controlling intelligence, (4) for students who have FI cognitive style obtains better learning outcomes of mathematics learning outcomes if taught with modified free inquiry learning strategies compared to if taught with guided inquiry learning strategies after controlling intelligence.
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Syasmita, Indah, Deni Setiawan, and Daulat Saragi. "The Influence of Ethno Pedagogy Approach and Interpersonal Intelligence on the Results of Civic Education Learning in Pelangi Elementary school Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 12, 2019): 603–15. http://dx.doi.org/10.33258/birle.v2i4.652.
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This study aims to: (1) Know the differences in the learning outcomes of KDP students who are taught with the ethno pedagogical approach compared to students who are taught with the conventional approach; (2) Knowing the difference in Civic education learning outcomes of students who have high interpersonal intelligence compared to students who have low interpersonal intelligence; (3) Knowing the interaction between learning approaches and interpersonal intelligence in influencing student learning outcomes Civic education in Pelangi Medan Private Elementary School located on Jl. Bayangkara No. 417 Medan. The population in this study was the fifth grade students at Pelangi Private Elementary School, totaling 54 people. Class V / a as many as 27 students and V / b as many as 27 students. Collecting data in this study through interpersonal intelligence questionnaires and Civic education learning outcomes test instruments. Hypothesis testing is done by the Two Way Anova test. The results showed that: (1) The learning outcomes of Civic education students who were taught with the ethno pedagogical approach were higher than the learning outcomes of Civic education students who were taught with conventional approaches (Fcount = 21.164 and a value of sig. 0.000> 0.05); (2) Civic education learning outcomes of students who have high interpersonal intelligence are higher than those of students who have low interpersonal intelligence (Fcount = 6.756 and sig. 0.012> 0.05); (3) There is an interaction between learning approaches and interpersonal intelligence in influencing student learning outcomes Civic education (Fcount = 7.054 and sig. 0.011> 0.05).
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Platonova, Raisa I., Vitaly F. Vasyukov, Vladimir V. Vorozhikhin, Roza Sh Akhmadieva, Lyudmila A. Donskova, and Lidia Zdanovskaya. "Metaphorical cards as innovative educational technology for students’ social intelligence developing." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1926–35. http://dx.doi.org/10.18844/cjes.v16i4.6059.
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This article aims to identify the features of using metaphorical cards for the development of students’ social skills studying in university. The methods of research included testing and observation methods that allow to identify the levels of formation of students’ social intelligence structural components effectively; to determine the features of changes in the perception and control of their own and others' emotional and behavioral reactions, as well as the level of development of understanding of emotional expression. The study shows that the technology of using metaphorical cards is one of the leading ways of emotional-psychological, pedagogical and socio-moral influence on the development of structural components of students’ social intelligence. The effectiveness of working with metaphorical cards in developing communicative skills has been shown to be due to the mechanisms involved in different forms of working with metaphor. It is considered that metaphorical cards allow projecting both negative emotional reactions arising in communication onto images, reducing the intensity of their experience, and projecting social images, acting as moral guidelines, onto real situations, using them as models of behavior. It has been found that working with this educational technology helps to develop students' skills in understanding and managing their feelings, emotions and experiences. Practical relevance: The data obtained in this paper can be used in the study of problems related to educational psychology, personality psychology, social psychology and pedagogy.
Keywords: educational technology, social skills, student youth.
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Nugroho, Muhamad Asif Cahya Aji, Budiyono Budiyono, and Isnandar Slamet. "Experimentation of Interactive Setting Cooperative Learning Model (PSIK) and Course Review Horey (CRH) on The Material Geometry Flat Side Reviewed from Student Intelligence in The SMP N in Districk of Demak." Kreano, Jurnal Matematika Kreatif-Inovatif 10, no. 2 (December 1, 2019): 125–31. http://dx.doi.org/10.15294/kreano.v10i2.16831.
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The purpose of this study is to find out from each model of learning mathematics, which provides better mathematics learning achievement, students who have the type of logical intelligence mathematics, visual, kinesthetic or interpersonal. This research method of this study is quasi experimental research or pre-experimental research with research design using 3 x 4 factorial designs. The population in this study is the entire students VIII grade SMP N in districk of Demak. Sampling was done by stratified cluster random sampling technique. Instruments used to collect data are a questionnaire of multiple intelligences and mathematics learning achievement test. The prerequisite test includes the population normality test using the Lilliefors method and the homogeneity test of population variance using the Bartlett method.With α = 0, 05. Hypothesis testing of the study are analysis of variance with unequal cell. Based on the results of hypothesis testing, obtained the conclusion that. There is interaction of learning model on mathematics learning achievement in each category of students’ multiple intelligence.
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Swanson, H. Lee. "A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework." Learning Disability Quarterly 11, no. 3 (August 1988): 233–47. http://dx.doi.org/10.2307/1510768.
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This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.
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Tiekstra, Marlous, and Alexander Minnaert. "At-Risk Students and the Role of Implicit Theories of Intelligence in Educational Professionals’ Actions." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 193–204. http://dx.doi.org/10.1891/1945-8959.16.2.193.
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Implicit theories of intelligence play a role in teacher’s actions. Adaptive instruction in and out of the classroom is important to optimize learning processes, especially in the case of at-risk students. This study explored to what extent implicit theories of intelligence play a role in the actions of educational professionals around at-risk students. Forty-four teachers and 57 support professionals participated in this research. Data were analyzed separately for teachers and support professionals. Thirty-four percent of the actions of the teacher can be explained by implicit theories. However, in denominational schools this is 61%. Structural equation modeling showed mediation effects of multiple belief factors in the actions of support professionals. Implicit theory of intelligence predicts the belief in IQ testing, which precedes the belief in consequential validity of tests (i.e., link to actions according to test outcomes). These results indicate a strong influence of implicit theories of intelligence in educational practice.
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Tushnova, Yulya. "Features of Social-Perceptual Properties of Mathematically Gifted Students." International Journal of Cognitive Research in Science, Engineering and Education 8, Special issue (December 21, 2020): 103–12. http://dx.doi.org/10.23947/2334-8496-2020-8-si-103-112.
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The attention of modern society to intellectual potential makes the problem of studying mathematically gifted youth at the stage of self-determination in higher education relevant. Practical problems related to the psychological features of social adaptation of mathematically gifted youth require solving. The main goal of the research is to study the social and perceptual abilities of mathematically gifted students. The study sample consisted of 76 natural science students aged 17-23 years (M=19.8, SD=3.2 (58% men). The research methods were: testing (test of analytical mathematical abilities, test of the structure of intelligence (TSI) of R. Amthauer), expert assessment, survey (questionnaire of V. A. Krutetsky, questionnaires aimed at diagnosing socio-perceptual abilities), statistical methods. Self-assessment of intelligence, composite assessment, and some components of social intelligence and some components of empathy are significantly different. The ability of mathematical generalization and practical mathematical thinking have a greater number of relationships with social and perceptual properties. Here we found relationships not only with empathy, but also the ability to recognize verbal expression and the General ability to understand and manage their own and other people’s emotions. The ability to operate images in two-dimensional space is related only to the level and components of emotional intelligence. According to the results of the study, the features of socio-perceptual properties of students with different levels of analytical mathematical abilities are described. The conclusions can be used in the development of a program of psychological support for this category of students.
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Cahyani, Ni Komang Reza, and I. Gusti Agung Ayu Wulandari. "The Effects of Anxiety and Emotional Intelligence on The Mathematic Learning Outcomes of Fifth Grade Students." Indonesian Journal Of Educational Research and Review 4, no. 1 (March 25, 2021): 44. http://dx.doi.org/10.23887/ijerr.v4i1.33077.
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Students experience very high anxiety, so it impacts the difficulty of digesting and understanding mathematics learning materials. It causes low Mathematics learning outcomes. This study analyzes the effect of anxiety and emotional intelligence on fifth-grade elementary school students' mathematics learning outcomes. This study was an "ex post facto" study with a population of 238 students. The sample was determined using a proportional random sampling technique to obtain a total sample of 142 students. The techniques used to collect data were observation, interviews, questionnaires, document recording, and tests. The instrument used to collect data was a questionnaire. Hypothesis testing was carried out using simple regression analysis techniques and multiple regression analysis. The results of this study indicate that: There is an influence of anxiety on mathematics learning outcomes with a contribution of 3.5%; There is an influence of emotional intelligence on mathematics learning outcomes with a contribution of 6.6%; There is an influence of anxiety and emotional intelligence on mathematics learning outcomes with a contribution of 7.2%. So the conclusion of the research shows a significant influence between anxiety and emotional intelligence on the mathematics learning outcomes of fifth-grade elementary school students.
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Vinovskis, Maris A. "History of Testing in the United States: PK–12 Education." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 22–37. http://dx.doi.org/10.1177/0002716219839682.
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This article provides a brief history of K–12 education testing in the United States from colonial America to the present. In early America, students were examined orally. After the mid-nineteenth century, written tests replaced oral presentations. In the late nineteenth century, graded schools gradually replaced the single-teacher, one-room schools. In the beginning of the twentieth century, standardized intelligence tests were increasingly used to categorize and promote students. State departments of education have played a larger role in local school funding and policies in the past hundred years. Since the 1960s, the federal government has expanded its involvement in national education while also promoting the role of states. During the past three decades, the federal government and states increased the use of high-stakes national testing with initiatives such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds.
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Setiawan, Bambang, Umi Dian Wulan Ningrum, and Dani Dwi Sasongko. "Linguistic Intelligence and Critical Thinking of Students of Inland Water and Ferries Transport Polytechnic of Palembang." Jurnal Sains Sosio Humaniora 4, no. 2 (December 30, 2020): 786–97. http://dx.doi.org/10.22437/jssh.v4i2.11544.
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This study was carried out to investigate the students’ Linguistic Intelligence (LI) and Critical Thinking (CT) as Higher Order of Thinking Skills (HOTS) in English as foreign language acquisition. Regarding to the study, 70 participants of Inland Water and Ferries Transport Polytechnic of Palembang were taking part in the current study. To measure the participants' linguistic intelligence scores, the researchers used Thomas Armstrong Intelligence Test derived from Howard Gardner’s MI Model. The instrument consists of 20 Likert type questions, for each of which 4 options are considered questionnaire. When testing participants' critical thinking, they used the scheme and the measures that trail after Watson-Glaser Critical Thinking Appraisal® and are alike. This test consists of five parts that are inferences, assumptions, deductions, interpreting information, and arguments. And the result indicated that were 11.43 percent students who are in the performance of below average and 58.57 percent who are categorized into high linguistic intelligence.
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Arifin, Muh Luqman, and Adnan Yusufi. "MODEL FULL DAY SCHOOL BERBASIS KECERDASAN MAJEMUK UNTUK MENINGKATKAN SPIRITUAL QUOTIENT SISWA DI SEKOLAH DASAR." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 10, no. 1 (December 2, 2019): 105–12. http://dx.doi.org/10.24176/re.v10i1.4108.
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This research was aimed to produce a draft of model full day school to improve the Spiritual Quotient students in elementary school. The method this research used was a Research and Development (R and D) served to develop and validate prototypes. Samples of the research were students of SDIT Al-Ambary, Bumiayu, SDIT Harapan Umat Brebes, and SDTQ Al-Ikhlas, Brebes which implemented full day school system. Data retrieval techniques in this research used a questionnaire methods, observations, tests and interviews. Data retrieval of this research used a product feasibility assessment instruments by the validator and test of spiritual intelligence to students. The results of this research was a teaching book in an effort to improve the spiritual intelligence of students who were worthy of testing based on the assessment of the validator with an average yield of 4.3 or with the predicate "A" very good. And the test results of spiritual intelligence was given to students through the poll technique obtained an average result of 3.5 entering into “good” category.
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Darmayanti, Edyta, Ferdinandus Etuasius Dole, and Maria Kristina Ota. "PENGARUH KECERDASAN EMOSIONAL TERHADAP KEDISIPLINAN BELAJAR PESERTA DIDIK DI SEKOLAH DASAR." Prima Magistra: Jurnal Ilmiah Kependidikan 2, no. 1 (March 29, 2021): 16–22. http://dx.doi.org/10.37478/jpm.v2i1.738.
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The problem raised in this study is how the level of Emotional Intelligence of SDI Onekore 06 students, how is the level of learning discipline of SDI Onekore 06 students and whether there is an effect of emotional intelligence on student learning discipline at SDI Onekore 06. The purpose of this study is to determine the effect Emotional intelligence on the learning disciplines of SDI Onekore 06 students. This study used correlational quantitative research, which was conducted at SDI Onekore 06, Ende Tengah District, Ende Regency. The sample of this research was students in grades V and VI, who were taken using purposive sampling technique. Data were collected through a questionnaire. Hypothesis testing uses Simple Linear Regression analysis with the Pearson Product Moment Correlation formula. The results of this study indicate that the level of emotional intelligence tends to be high with an average of 94.5 and the level of discipline tends to be high with an average of 93.50. There is a significant influence between emotional intelligence on learning discipline. This can be seen from the results of statistical analysis which shows the correlation coefficient (r) of 0.419 which states that the correlation index (r) X to Y is sufficient with an effect of 17.6% and Sig = 0.014 at the significance level alpha ( = 0.05)
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Ramadhan, Puji Laila, Muhammad Anwar, and Sudding Sudding. "Pengaruh Model Pembelajaran dan Kecerdasan Emosional terhadap Hasil Belajar Peserta Didik." Chemistry Education Review (CER) 3, no. 2 (May 13, 2020): 172. http://dx.doi.org/10.26858/cer.v3i2.13768.
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This study aims to determine the effect of the influence of learning models and emotional intelligence on learning outcomes of XI grade students of SMA Negeri 12 Makassar. This research method uses quasi-experimental methods used is "factorial design 3 x 3". Data analysis using the normality test, homogeneity test, hpotesis test and for hypothesis testing is done by one way ANOVA at a significant level of 0.05. The results of the analysis show the average value of student learning outcomes in experimental class 1 in the posttest is 51.89, experimental class 2 is 60.50 and experimental class 3 is 63.47. The average percentage of emotional intelligence in the low category is 59.6, in the moderate category is 36.11 and the value of the category 55.14 is in the high category. The results of testing the hypothesis 1 used analysis of variance (ANOVA) with the SPSS version 22 for windows program at a significant level, α = 0.05, obtained a significance value (0.313 > 0.05), indicating the hypothesis was rejected. It was concluded that there was no influence of learning models and emotional intelligence on student learning outcomes. Hypothesis 2 test results at a significant level, α = 0.05 obtained significance value (0.997 > 0.05), indicating the hypothesis was rejected. It was concluded that there was no influence of emotional intelligence on student learning outcomes. The results of testing the hypothesis 3 at a significant level, α = 0.05 obtained a significance value (0.583 > 0.05), indicating the hypothesis was rejected. It was concluded that there was no interaction between learning models and emotional intelligence on learning outcomes of classroom students.
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Fujitsubo, Lani C. "Developing and Enhancing Successful Intelligence in Introductory Psychology Students: An Interview with Robert J. Sternberg." Teaching of Psychology 25, no. 3 (July 1998): 227–31. http://dx.doi.org/10.1207/s15328023top2503_19.
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Lani C. Fujitsubo (LCF) is an Associate Professor and the Director of Testing at Southern Oregon University. Her teaching interests are in General Psychology, Abnormal Psychology, Human Sexuality, Ethics, and Counseling. Her research has included cross-cultural issues within counseling and academia, celibacy and sexual choices among college students, and issues pertaining to women who have chosen to remain childless. Robert J. Sternberg (BJS) is a Professor of Psychology and Education at Yale University. He is a fellow of the American Association for the Advancement of Science and was recognized by Science Digest as one of the 100 top young scientists in the United States. He is the recipient of numerous grants and awards and has written more than 500 articles and 40 books.
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Wajiha Kanwal, Quratulain, and Iffat Basit. "Interrelation of Multiple Intelligences and their Correlation with Linguistic Intelligence as Perceived by College Students: A Correlation Study." Journal of Business and Social Review in Emerging Economies 6, no. 4 (December 4, 2020): 1439–47. http://dx.doi.org/10.26710/jbsee.v6i4.1468.
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The present study was concerned to determine Interrelation of Multiple Intelligences and their correlation with linguistic intelligence as perceived by college students. All the students of intermediate level studying in Islamabad Model Colleges was the population of this study. The 1000 students were selected as sample by using simple random sampling technique Questionnaire for students was used to collect the data. Experts were involved for validation of research instrument. The reliability was measured through pilot testing on 100 students. Researcher used SPSS advanced version to analyze the quantitative data. Mean, Standard Deviation, and Pearson Coefficient Correlation were used to analyze the data. The results of the study showed that moderate inter-correlation exists between verbal/linguistic and logical/mathematical intelligences and. It was suggested that teachers may use all the Multiple intelligences during the teaching-learning process to promote their development.
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Abdullah O. Bafail, Abdullah O. Bafail. "Physical Fitness and Psychological Wellness of Saudi Engineering Students as Related to Academic Achievement." journal of King Abdulaziz University Engineering Sciences 23, no. 1 (January 3, 2012): 149–83. http://dx.doi.org/10.4197/eng.23-1.7.
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The present study was conducted on a stratified random sample of 100 students of the College of Engineering of King Abdulaziz University (KAU), representing the Saudi university students, with the objectives of: (a) studying the impact of students' physical fitness and psychological wellness on their academic achievement, (b) identifying effective related factors improving or limiting students' achievement and, (c) presenting a practical model of optimal physical fitness and psychological wellness for Saudi students. Data of the study are needed by the planners in the Kingdom of Saudi Arabia (KSA) to harmonize and optimize the presented services related to the educational process, and to have utmost output of them. Each of the selected students was interviewed for his health and psychological status, performed intelligence test and subjected to fit-test measurements, followed by testing his academic records and recording his Grade Points Average (GPA). Analysis of variance for the effect of the tested students' 57 variables on their GPAs revealed highlighting 20 of them as the most influential variables, and further testing the significance of their effects indicated that the main academic effective factors on students’ academic achievement include: students' levels of intelligence and the student's background education of the holy Quran, English language and computer practices; meanwhile, the "relatively exceeding" numbers of courses attended by students through the academic semester have a negative impact on their GPAs. The need of the students for the university stipend represents the main studied economic factor which has impact on their academic achievement. The main effective cultural, social and health factors include: the students' involvements in community scientific,
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Daud, Mohd Hisam, Zol Bahri Razali, and Mohamed Mydin M. Abdul Kader. "Effective ways to test changes of practical intelligence in order to assess unintentional learning in laboratory classes." MATEC Web of Conferences 150 (2018): 05003. http://dx.doi.org/10.1051/matecconf/201815005003.
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Previous research shows that experience or academically called ‘practical intelligence’ in the field of engineering can be measured through comparing experience to the experts in the field. The expert teaches and shows the students the ways to complete some practical tasks based on their own practical intelligence, which they developed for years and becomes their behaviors. Thus after some or repeated hands-on exercises, the level of students’ practical intelligence continuously developed and close to the experiences possesses by the experts. By this way, the level of practical intelligence can be assessed if it is referring to the experts score. A measuring instrument, an ‘Automated Engineers Testing Kits’ consisted of a partially completed circuit in which a battery provides power for a flash light. This is a semi-completed circuit which requires students to diagnose why the light does not work and complete the necessary connections. The authors hypothesize that practical intelligence measured in the context of constructing simple circuits used for laboratory experiments will be correlated with performance in real constructing tasks on similar complicated electrical circuits. The results show the correlations between the level of practical intelligence and the ability to construct the circuits. The methodology is described in the paper.
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Rauf, Abdul, Suarman Suarman, and Sri Kartikowati. "The Influence of Emotional Intelligence and Student Learning Behavior Through Student Motivation on Student Learning Outcomes." Journal of Educational Sciences 4, no. 4 (October 24, 2020): 881. http://dx.doi.org/10.31258/jes.4.4.p.881-889.
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Learning outcomes are a description on how students understand the material presented by the teacher. Learning outcomes are output values in the form of numbers or letters obtained by students after receiving learning material through a test or exam delivered by the teacher. This study aims to determine the effect of emotional intelligence, learning behavior, motivation on learning outcomes either simultaneously or partially. The method used in this research is descriptive method. Based on the data analysis and hypothesis testing that has been carried out in this study, the results of the research show that there is an influence of Emotional Intelligence and Learning Behavior on Motivation with a t-count of 5,912 emotional intelligence on motivation and learning behavior with a bear t count of 4.408 thus it can It is known that emotional intelligence and learning behavior affect learning motivation. The conclusions are as follows: 1) The influence of Emotional Intelligence and Learning Behavior on Motivation. 2) The influence of Emotional Intelligence and Learning Behavior, Motivation on student learning outcomes.
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Leonard, Leonard, and Nanda Novi Linda. "PENGARUH KECERDASAN LOGIS-MATEMATIS DAN KECERDASAN MUSIKAL TERHADAP HIGHER ORDER THINKING SKILLS (HOTS)." KALAMATIKA Jurnal Pendidikan Matematika 3, no. 2 (October 31, 2018): 193–208. http://dx.doi.org/10.22236/kalamatika.vol3no2.2018pp193-208.
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The aim of this study is to test the hypothesis about the influence of logical-mathematical intelligence to higher order thinking skills. The method that used in this research is survey method. This research using descriptive analysis and data requirement test (normality test, regression linearity test, and multicollinearity test), followed by hypothesis testing using correlation and multiple regression. The samples of research are taken from an affordable population by removing data outliers. The number of samples after the data outliers were eliminated were 99 students SMPN 6 Bekasi VIII grader. Instruments that used is a multiple choice test sheet to measure logical-mathematical intelligence, straight observation sheet to measure musical intelligence, and test sheet problem essay to measure higher order thinking skills. The results of hypothesis testing were obtained by following conclusions: 1) There is a positive influence that significant in logical-mathematical intelligence and musical intelligence to higher order thinking skills. 2) There is a positive influence that significant in logical-mathematical intelligence to higher order thinking skills. 3) There is no positive influence that significant in musical intelligence to higher order thinking skills.
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Hakanen, Ernest A. "Relation of Emotional Intelligence to Emotional Recognition and Mood Management." Psychological Reports 94, no. 3 (June 2004): 1097–103. http://dx.doi.org/10.2466/pr0.94.3.1097-1103.
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This study replicated Petrides and Furnham's 2000 test of the multidimensional nature of the Emotional Intelligence Scale by Schutte, et al. A survey of 153 college students ( M age = 25.0, SD = 4.4, 54.2% women) was performed. Four factors which closely resembled previous ones were found although there were some differences in item loadings. The factors were Optimism, Mood Management, Nonverbal, and Empathy. Then, the total and factor scores were examined for their relationship to scores on the Emotional Recognition and Mood Management Inventories developed by Wells and Hakanen in 1991 for the purpose of testing predictive validity and developing measures with high internal validity.
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Bismar, Ahmad Rum, and Sudiadharma Sudiadharma. "EFEKTIFITAS KECERDASAN EMOSIONAL DENGAN KETERAMPILAN MENGGIRING BOLA DALAM PERMAINAN SEPAKBOLA." COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga 12, no. 3 (October 24, 2020): 180. http://dx.doi.org/10.26858/cjpko.v12i3.16347.
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This study aims to see the effectiveness of emotional intelligence with dribbling skills in soccer games among students of the Faculty of Sport Sciences, Makassar State University. The study population consisted of all students of the Faculty of Sport Science, State University of Makassar who had passed the TP subject. Football with a total sample of 30 people of the 2017 batch of Sports Coaching Education Department. This type of research is correlation, data collection is done by testing techniques and data processing is done by statistical analysis of the correlation with a value of 0.420 Sig. (2-tailed) 0.021. Based on the table of correlation assessment criteria, it is concluded that emotional intelligence has an effectiveness on dribbling skills in students of the Faculty of Sport Sciences, Makassar State University
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Siregar, Nuralam. "RELATIONSHIP INTEREST IN LEARNING AND INTELLIGENCE INTELLECTUAL WITH LEARNING RESULTS ISLAMIC EDUCATION OF STUDENTS STATE ELEMENTARY SCHOOL IN BANDAR SETIA VILLAGE DISTRICT PERCUT SEI TUAN." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 3, no. 2 (November 7, 2019): 158. http://dx.doi.org/10.30821/ansiru.v3i2.5864.
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<p>This study aims to determine the magnitude of the relationship of interest<br />in learning and intellectual intelligence to the learning outcomes of Islamic<br />Education in elementary school students in Bandar Setia Village, Percut<br />Sei Tuan District. The sample in this study amounted to 34 people taken<br />from 10% of the total student population of 333 people. This study uses<br />data collection tools in the form of questionnaires. The questionnaire is<br />compiled based on variable indicators and then conducted a trial to the<br />respondents who entered the sample in this study. The data analysis<br />process was carried out in three stages: (1) describing the data of the<br />research variables, (2) testing the analytical requirements, (3) testing the<br />hypothesis to determine the relationship between the variables of the<br />study using correlation analysis techniques. Conclusions based on data<br />analysis and testing process are described as follows: (1) learning interest<br />has a positive and significant relationship with learning outcomes. (2).<br />intellectual intelligence has a positive and significant relationship with<br />learning outcomes. and (3). learning interest and intellectual intelligence<br />together have a positive and significant relationship. On the basis of the<br />results of these studies it can be stated that the interest in learning and<br />intellectual intelligence has a positive and significant effect on learning<br />outcomes both individually and together.</p>
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Xu, Junjie, and Rong Chen. "Cognitive Diagnosis of Students' Test Performance Based on Probability Inference." International Journal of Information Systems in the Service Sector 6, no. 1 (January 2014): 37–57. http://dx.doi.org/10.4018/ijisss.2014010103.
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Cognitive diagnosis is aimed at inferring the degree of cognitive state from observations. This paper considers cognitive diagnosis as an instance of model-based diagnosis, which has been studied in artificial intelligence for many years. The model-based cognitive diagnosis we present runs on a model of students' courses in terms of knowledge items that they may learn, tests them and helps them to understand their faults in cognition, and thus improves their learning performance in an E-learning environment. To do so, courses are formally defined as set of knowledge items with requirement constraints, and associated with a set of exam questions. Moreover, the authors introduce Bayesian net to build a model of cognitive diagnosis, using probabilistic inference on it to help a student understand what knowledge item he/she does not master, and the recommendations like what should be done next. Experimental results show that the group of students with such understanding can improve their testing performance greatly in an E-learning environment. Although the demo system has been integrated with a specific computerized adaptive testing system, the general technique could be applied to a broad class of intelligent tutoring systems.
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Kurnia, Heri, and Joko Wahono. "The Influence of Emotional Intelligence on the Students' Achievement of Pancasila and Civic Education at SMA Negeri 5 Yogyakarta." Journal of Education and Practice 4, no. 4 (December 17, 2020): 43. http://dx.doi.org/10.47941/jep.500.
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Purpose: This study determines the influence of emotional intelligence on the students' achievement of Pancasila and Civic Education (PPKn) at SMA Negeri 5 Yogyakarta in the 2019/2020 academic year.Methodology: The study uses a quantitative descriptive approach with both quantitative and qualitative data, specifically learning achievement and emotional intelligence. It was conducted at SMA Negeri 5 Yogyakarta in March 2020 using 720 respondents. Additionally, X, XI, and XII had 8 classes each, totaling 24 classes, where a sample of 30 students was taken from using a simple random sampling technique. Data obtained from the questionnaire was processed through simple regression analysis techniques and analysis of the determination coefficient (R2). Furthermore, data on emotional intelligence (X) was obtained by distributing questionnaires. Students' learning achievement scores for Pancasila and Civic Education (Y) were used in the report cards in the even semester of the 2019/2020 academic year.Findings: According to the results, the statistical analysis produces a regression equation Y = 74.298 + 0.165 X. In case the value of emotional intelligence (X) increases by 1 unit, the PPKn learning achievement (Y) increases by 0.165 units with a constant of 74,298. Hypothesis testing shows that emotional intelligence was significantly influenced by learning achievement. The determination coefficient (R2) obtained was 0.59 (5.9%), meaning that emotional intelligence affects 5.9% of the PPKn learning achievement, while 94.1% was influenced by other factors outside the study.Unique contributions to theory, practice, and policy: Students' emotional intelligence (EQ) has an influence on student PPKn learning achievement. With EQ, it is hoped that students will be able to train and manage their feelings, motivate themselves, be able to be strong in the face of frustration, ability to control impulses and delay momentary gratification, regulate a reactive mood, and be able to empathize and cooperate with others. Through EQ too, students are expected to be able to keep away from frustration and prolonged stress, so this emotional intelligence will support a student in achieving his goals and ideals.
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Setyawan, Dodiet Aditya, Wiwik Setyaningsih, and Ari Sarwanto. "Study Korelasi Faktor-Faktor Yang Berhubungan Dengan Kualitas Hasil Belajar Melalui Orientasi Masa Depan Pada Mahasiswa Politeknik Kesehatan Surakarta Tahun 2017." Jurnal Keterapian Fisik 4, no. 2 (November 28, 2019): 71–77. http://dx.doi.org/10.37341/jkf.v4i2.183.
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Background: Achieving a good quality of a student’s learning outcomes is influenced by many factors including intelligence, talent, interest and attention, motivation, ways and habits of learning, family and school environment. That is why the level of Intelligence Quotient (IQ) is not the only factor that determines one's success, because there are other influencing factors. This study aimed to determine the factors that influenced the quality of students' learning outcomes at Politeknik Kesehatan Surakarta. Method: This study was a correlational descriptive study which is explanatory in nature that explains the relation between study variables through hypothesis testing. The approach method used in this study was cross sectional. This research was conducted in Politeknik Kesehatan Surakarta environment which consisted of 8 Departments with a total of 3,407 students. The sampling technique used to determine the number of samples in this study was Proportional Stratified Random Sampling, with a sample size of 358 respondents. While the data analysis plan was done descriptively, bivariate with Kendall's Tau technique. Results : The results of the study show that the factors which are proven to be significantly related to the students’ learning outcomes quality in Politeknik Kesehatan Surakarta are Spiritual Intelligence (p = 0.019); Motivation (p = 0.031), Learning Habits (p = 0.037). Conclusion. Factors that are significantly related to the quality of learning outcomes in Politeknik Kesehatan Surakarta students include Spiritual Intelligence, Motivation, and Learning Habits. While the Spiritual Intelligence factor is not significantly related to the quality of students' learning outcomes at Politeknik Kesehatan Surakarta.
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Espinoza-Venegas, Maritza, Olivia Sanhueza-Alvarado, Noé Ramírez-Elizondo, and Katia Sáez-Carrillo. "A validation of the construct and reliability of an emotional intelligence scale applied to nursing students." Revista Latino-Americana de Enfermagem 23, no. 1 (February 2015): 139–47. http://dx.doi.org/10.1590/0104-1169.3498.2535.
Full textAbstract:
OBJECTIVE: The current study aimed to validate the construct and reliability of an emotional intelligence scale.METHOD: The Trait Meta-Mood Scale-24 was applied to 349 nursing students. The process included content validation, which involved expert reviews, pilot testing, measurements of reliability using Cronbach's alpha, and factor analysis to corroborate the validity of the theoretical model's construct.RESULTS: Adequate Cronbach coefficients were obtained for all three dimensions, and factor analysis confirmed the scale's dimensions (perception, comprehension, and regulation).CONCLUSION: The Trait Meta-Mood Scale is a reliable and valid tool to measure the emotional intelligence of nursing students. Its use allows for accurate determinations of individuals' abilities to interpret and manage emotions. At the same time, this new construct is of potential importance for measurements in nursing leadership; educational, organizational, and personal improvements; and the establishment of effective relationships with patients.