2. BAGIAN AWAL LENGKAP

PENGARUH KECERDASAN INTRAPERSONAL DAN
INTERPERSONAL TERHADAP HASIL BELAJAR MATEMATIKA
SISWA KELAS XI IPA SMA NEGERI 1 DURENAN TRENGGALEK
TAHUN PELAJARAN 2013/2014

SKRIPSI
Diajukan Kepada Fakultas Tarbiyah dan Ilmu Keguruan
Institut Agama Islam Negeri Tulungagung
untuk Memenuhi Salah Satu Persyaratan Guna Memperoleh Gelar Strata
Satu Sarjana Pendidikan (S.Pd)

Oleh:

ANDRI DWI CAHYONO
NIM: 3214103044

JURUSAN TADRIS MATEMATIKA(TMT)
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
INSTITUT AGAMA ISLAM NEGERI
TULUNGAGUNG
2014

i

PERSETUJUAN PEMBIMBING

Skripsi dengan judul “Pengaruh Kecerdasan Intrapersonal Dan Interpersonal
Terhadap Hasil Belajar Matematika Siswa Kelas XI IPA SMA Negeri 1 Durenan
Trenggalek Tahun Pelajaran 2013/2014.” yang ditulis oleh Andri Dwi Cahyono
ini telah diperiksa dan disetujui serta layak untuk diujikan.

ii

PENGESAHAN
PENGARUH KECERDASAN INTRAPERSONAL DAN
INTERPERSONAL TERHADAP HASIL BELAJAR MATEMATIKA
SISWA KELAS XI IPA SMA NEGERI 1 DURENAN TRENGGALEK
TAHUN PELAJARAN 2013/2014
Skripsi
Disusun oleh

ANDRI DWI CAHYONO

NIM: 3214103044
telah dipertahankan di depan dewan penguji pada tanggal 22 Juli 2014
dan telah dinyatakan diterima sebagai salah satu persyaratan
untuk memperoleh gelar strata satu Sarjana Pendidikan Matematika

iii

MOTTO
3 öΝßγç/θè=è% …ã&s! |MÎ6÷‚çGsù ϵÎ/ (#θãΖÏΒ÷σãŠsù šÎi/¢‘ ÏΒ ‘,ysø9$# 絯Ρr& zΟù=Ïèø9$# (#θè?ρé& šÏ%©!$# zΝn=÷èu‹Ï9uρ
∩∈⊆∪ 5ΟŠÉ)tGó¡•Β :Þ≡uŽÅÀ 4’n Ftabel (4,15) , sehingga
dapat disimpulkan bahwa H0 ditolak dan H1 diterima, yang berarti persamaan
regresi Y=-36,6 + 1,45X1 adalah persamaan regresi yang signifikan yang artinya
persamaan tersebut dapat digunakan untuk meramalkan besarnya variabel Y
berdasarkan variabel X1, 2. Ada pengaruh yang signifikan antara kecerdasan
interpersonal dengan hasil belajar matematika siswa kelas XI IPA SMA Negeri 1
Durenan Trenggalek. Hal ini dapat dilihat dari hasil perhitungan uji hipotesis
diperoleh nilai Fhitung=15,4 pada taraf sigifikansi 5%. Dengan demikian Fhitung
(15,4) > Ftabel (4,15) , sehingga dapat disimpulkan bahwa H0 ditolak dan H1
diterima, yang berarti persamaan regresi Y=-47,8+ 1,42X2 adalah persamaan
regresi yang signifikan yang artinya persamaan tersebut dapat digunakan untuk

meramalkan besarnya variabel Y berdasarkan variabel X2, 3. Ada pengaruh yang
signifikan antara kecerdasan intrapersonal dan interpersonal dengan hasil belajar
matematika siswa kelas XI IPA SMA Negeri 1 Durenan Trenggalek. Hal ini dapat
dilihat dari hasil perhitungan uji hipotesis diperoleh nilai Fhitung=17,7 pada taraf
sigifikansi 5%. Dengan demikian Fhitung (12,1) > Ftabel (3,30) , sehingga dapat
disimpulkan bahwa H0 ditolak dan H1 diterima, yang berarti persamaan regresi
Y=--71,3 + 0,98X1 + 0,85X2 adalah persamaan regresi yang signifikan yang
artinya persamaan tersebut dapat digunakan untuk meramalkan besarnya variabel
Y berdasarkan variabel X1 dan X2

xvii

ABSTRACT
Thesis with the title "The Effect of Intrapersonal and Interpersonal
Intelligence towards Mathematics Learning Outcomes of Students Class XI IPA
SMAN 1 Durenan School Year 2013/2014" was written by Andri Dwi Cahyono
mentored by Drs. Muniri, M.Pd.
Keywords: Intrapersonal and Interpersonal Intelligence, Mathematics Learning
Outcomes
Human was created by God with a variety of potential that can be

beneficial to the welfare of her life as Kholifah on earth. Along with the
development of science, the form of the potential, intelligence or ability are
defined, One is intrapersonal and interpersonal intelligence. This intelligence is
oriented to understanding yourself and others. Both intelligence is hinted as
important as IQ, because of the presence of this person's intelligence can easily
optimize other intelligence, such as mathematics, music and so on. To learn
mathematics, we not only need the IQ but we also need other intelligences such as
this intrapersonal and interpersonal intelligence. With the existence of this
intelligence, a person has the ability to optimize in terms of mathematical ability
by means of actively practicing, reflection errors, motivating yourself and do not
be embarrassed to ask if there is trouble. This will certainly help in improving
student learning outcomes.
The problem of this study was 1. Are there the effect of intrapersonal
intelligence on mathematics learning outcomes of students class IX IPA SMAN 1
Durenan School Year 2013/2014. 2. Are there the effect of interpersonal
intelligence on mathematics learning outcomes of students' class XI IPA SMAN 1
Durenan School Year 2013/2014. 3. Are there the effect of intrapersonal and
interpersonal intelligence on mathematics learning outcomes of students' class XI
IPA SMAN 1 Durenan School Year 2013/2014.
In this research study design using a quantitative approach and use this

type of correlational research. The study population was all students in class XI
IPA SMAN 1 Durenan Academic Year 2013/2014. Sampling used in this study is
a combination of purposive sampling technique to cluster random sampling, so the
sample used in the study were students of class XI IPA 1 by the number of
students reached 36 people. In this research, data collection techniques using
questionnaires, documentation and observation. Questionnaire method used to
obtain data on student behavior associated with intrapersonal and interpersonal
intelligence is used as the sample using the intrapersonal and interpersonal
intelligence scale. The documentation used to obtain the value of students'

xviii

mathematics learning outcomes during firts post test and Mid Semester in the 2nd
half . Observations used school infrastructure and see the layout of the school.
After the authors conducted research using the above method, the authors
further analyzed the research data with multiple regression analysis using the
formula F regression. Before testing using regression F test must first meet the
prerequisites, namely normality, linearity and classical assumptions. Once the data
is analyzed it can be said that, "1. There is a significant relationship between
intrapersonal intelligence with mathematics learning outcomes of students in class

XI IPA SMAN 1 Durenan. It can be seen from the calculation results obtained by
testing hypotheses on the value of F = 17.7 sigifikansi 5% level. Thus F value
(17.7)> F (4.15), so we can conclude that H0 is rejected and H1 is accepted, which
means that the regression equation Y = -36.6 + 1.45 X1 is a significant regression
equation which means that the equation can be used to predict the magnitude of
the variable Y based on variables X1, 2. There is a significant relationship between
interpersonal intelligence with mathematics learning outcomes of students in class
XI IPA SMAN 1 Durenan. It can be seen from the calculation results obtained by
testing hypotheses on the value of F = 15.4 sigifikansi 5% level. Thus F value
(15.4)> F (4.15), so we can conclude that H0 is rejected and H1 is accepted, which
means that the regression equation Y = -47.8 + 1.42 X2 is a significant regression
equation which means that the equation can be used to predict the magnitude of
the variable Y on X2, 3. There is significant relationship between intrapersonal
and interpersonal intelligence with mathematics learning outcomes of students in
class XI IPA SMAN 1 Durenan. It can be seen from the calculation results
obtained by testing hypotheses on the value of F = 17.7 sigifikansi 5% level. Thus
F value (12.1)> F (3.30), so we can conclude that H0 is rejected and H1 is
accepted, which means that the regression equation Y = - 71.3 + 0.98 0.85 X1 +
X2 is a significant regression equation which means that the equation can be used
to predict the magnitude of the variable Y based on the variables X1 and X2

xix

:;?‫ا‬
uZ[c\‫رات ا‬a^bcde‫ ا‬fghi jbk\‫ ا‬lm‫ دا‬opqbk\‫ ا‬rpstW" ‫ان‬RST UVW XYZ[\‫] ا‬V^\‫ا‬
o•RS‚\‫ ا‬od‫ر‬ƒY\‫• ا‬hS\‫ ا‬uZ[xRZ[\‫ ا‬rkT ‫دي‬aV\‫~ ا‬q\‫}|ب ا‬Z\ uZ[c\‫ ا‬yzaci ‫ت‬awrbx vgV\‫ا‬
‫ف‬r’“‫ ا‬UVW RiRp‫ھ‬a••R•‫رو د‬ƒi‫ أ‬l^• •x "٢٠١٤/٢٠١٣ Xd‫را‬ƒ\ ‫م‬a[Z\ ‫ن‬aS•‫ دور‬opxR…V\‫ا‬
.rpcgwaY\‫ى ا‬rpiRx
uZ[c\‫ ا‬vgV\‫ ا‬yzaci ،opqbk\‫رات ا‬a^bcde‫ وا‬fghi jbk\‫ ا‬lm‫ دا‬:A;B;CD?‫ت ا‬FG=H?‫ا‬
‫…• أن‬Y• Xc\‫ ا‬oZYcVY\‫• ا‬x oTRScx oTRY•Y– ‫•™˜ة‬x ‫ب‬r\‫ ا‬l^• •x ‫ن‬agi“‫ ا‬šZm ƒ•‫و‬
‫ف‬r[W‫ و‬،uZ[\‫ر ا‬R}W ¡x vSw \‫ إ‬a^Sw .‫رض‬Ÿ‫ • ا‬ohpZmaY› a™Wapœ op‫ھ‬a•r\ ‫ة‬ƒphx ‫ن‬R…W
uc• .••rm£‫ وا‬fghi jbk\‫ ا‬lm‫ء دا‬a›¥\‫ ا‬R‫ ھ‬ƒœ‫ وا‬،‫رة‬ƒ¦\‫ء أو ا‬a›¥\‫ وا‬،‫ت‬aia…x‫• إ‬x l…’
،‫ء‬a›¥\‫ ا‬l‚x oxa‫ات ھ‬r–abY\‫• ا‬x l› ©Y\‫ وأ‬.••rm£‫§ وا‬ghi u™h\ ‫رات‬a^bcde‫ه ا‬¥‫ ھ‬fpwRW
l‚x ،‫ى‬rmŸ‫رات ا‬a^bcde‫• ا‬pgVW o\R™g– •…Y• jbk\‫ا ا‬¥‫ات ھ‬r–abY\‫د ا‬Rw‫ و‬v^g– §\‫وذ‬
‫ء‬a›¥\‫ل ا‬ƒ[x -¦• •p\ owaV– •Vi‫ و‬،‫ت‬ap«a•r\‫ ا‬uZ[c\ .‫ا‬rw uZ‫ وھ‬، ¦pdRY\‫ وا‬،‫ت‬ap«a•r\‫ا‬
¡x .R‫ص ھ‬ab’Ÿ‫• ا‬p–‫ و‬fghi jbk\‫ ا‬lm‫ء دا‬a›¥\‫ ا‬l‚x ‫ى‬rmŸ‫ءات ا‬a›¥\‫ ا‬a¯•‫ أ‬owaV– aSS…\
‫رة‬ƒ¦\‫] ا‬pœ •x •pgVW ZT ‫رة‬ƒ¦\‫ ا‬f•ƒ\ jb’ R‫ وھ‬،opW‫را‬a^bcde‫ت ا‬axRZ[Y\‫ه ا‬¥‫د ھ‬Rw‫و‬
‫ج أن‬rV\a– r[k• e ‫§ و‬ghi ˜phVW‫ و‬،rp…hc\‫ء ا‬a}m‫ وأ‬،‫ط‬akS– od‫ر‬aYx ‫|ل‬m •x op«a•r\‫ا‬
.‫ ا\}|ب‬uZ[W yzaci •pgVW X• ƒp›tc\a– ƒTag• ‫ف‬Rd ‫ا‬¥‫وھ‬. oZ…kx ‫ك‬aS‫ن ھ‬a› ‫ل إذا‬tgi
fghi jbk\‫ ا‬lm‫ء دا‬a›¥\‫ ا‬rpstW ‫ك أي‬aS‫ ھ‬l‫( ھ‬١ :R‫] ھ‬V^\‫ا ا‬¥‫• ھ‬x oZ…kx Uia›

od‫ر‬ƒY\‫• ا‬hS\‫ ا‬uZ[xRZ[\‫ ا‬rkT ‫دي‬aV\‫~ ا‬q\‫ ا‬X• ‫ ا\}|ب‬uZ[W yzaci vgV\‫ ا‬uZ[c\‫ ا‬ZT
‫ء‬a›¥\‫ ا‬rs‫ك أ‬aS‫ ھ‬l‫( ھ‬٢ .٢٠١٤/٢٠١٣ Xd‫را‬ƒ\‫م ا‬a[Z\ ‫ن‬aS•‫ دور‬opxR…V\‫ ا‬opZ[\‫ ا‬o}dRcY\‫ا‬
•hS\‫ ا‬uZ[xRZ[\‫ ا‬rkT ‫دي‬aV\‫~ ا‬q\‫ ا\}|ب ا‬vgV\‫ ا‬uZ[c\‫ ا‬o³• yzaci ZT ‫اد‬r•Ÿ‫• ا‬p–
rs‫ك أ‬aS‫ ھ‬l‫( ھ‬٣ .٢٠١٤/٢٠١٣ Xd‫را‬ƒ\‫م ا‬a[\‫ن ا‬aS•‫ دور‬opxR…V\‫ ا‬opZ[\‫ ا‬o}dRcY\‫ ا‬od‫ر‬ƒY\‫ا‬
‫دي‬aV\‫~ ا‬q\‫ ا\}|ب ا‬vgV\‫ ا‬uZ[c\‫ ا‬o³• yzaci ZT opqbk\‫ وا‬fghi jbk\‫ ا‬lm‫ء دا‬a›¥\‫ا‬
Xd‫را‬ƒ\‫م ا‬a[\‫ن ا‬aS•‫ دور‬opxR…V\‫ ا‬opZ[\‫ ا‬o}dRcY\‫ ا‬od‫ر‬ƒY\‫• ا‬hS\‫ ا‬uZT ‫م‬RZ[\‫ ا‬rkT
. ٢٠١٤/٢٠١٣
‫ث‬aV–Ÿ‫• ا‬x ‫ع‬RS\‫ا ا‬¥‫ام ھ‬ƒbcd‫ وا‬XY…\‫ ا‬y™S\‫ام ا‬ƒbcda– op‚V– od‫ درا‬upYqc\‫ا ا‬¥‫ ھ‬X•
•hS\‫ ا‬uZ[xRZ[\‫ ا‬rkT ‫دي‬aV\‫~ ا‬q\‫ ا‬X• ‫¡ ا\}|ب‬pYw od‫را‬ƒ\‫¡ ا‬Yc•x ‫ن‬a› .op¦z|T
‫ت‬aSp[\‫ ا‬¥m‫ أ‬.٢٠١٤/٢٠١٣ Xd‫را‬ƒ\‫م ا‬a[\‫ن ا‬aS•‫ دور‬opxR…V\‫ ا‬opZ[\‫ ا‬o}dRcY\‫ ا‬od‫ر‬ƒY\‫ا‬
،opz‫ا‬RkT ‫ت‬aSpT ¡pY•c\ ‫دف‬a‫ت ھ‬aSp[\‫ ا‬¥m‫ب أ‬RZd‫• أ‬x y•˜x R‫ ھ‬od‫را‬ƒ\‫ه ا‬¥‫ ھ‬X• oxƒbcgY\‫ا‬
•x ‫د‬ƒT l^• •x ١ ‫م‬RZ[\‫ ا‬rkT ‫دي‬aV\‫~ ا‬q\‫ ا‬o^Z‫ ط‬od‫را‬ƒ\‫ ا‬X• oxƒbcgY\‫ ا‬oSp[\‫ ا‬Uia› §\¥\
‫ت‬aiap^cde‫ام ا‬ƒbcda– ‫ت‬aiap^\‫¡ ا‬Yw vp\ad‫ وأ‬،od‫را‬ƒ\‫ه ا‬¥‫ ھ‬X• .aqb’٣٦ ¶Z– ‫ا\}|ب‬
‫ك‬RZd •T ‫ت‬aiap– ZT ‫ل‬RqVZ\ a™x‫ا‬ƒbcd‫ن ا‬ap^cde‫ب ا‬RZd‫م أ‬ƒbcg• .o^•‫ا‬rY\‫ وا‬špsRc\‫وا‬
‫س‬ap¦x ‫ام‬ƒbcda– oSp[\‫ ا‬aY› opqbk\‫ وا‬fghi jbk\‫ ا‬lm‫ات دا‬r–abY\‫¡ ا‬x -^Wr• ‫ا\}|ب‬
oYp• ZT ‫ل‬RqVZ\ oxƒbcgY\‫ ا‬šzasR\‫ وا‬.••rm£‫¡ ا‬x lxa[c\‫ وا‬fghi jbk\‫ ا‬lm‫ء دا‬a›¥\‫ا‬
Xd‫را‬ƒ\‫ ا‬lqh\‫~ ا‬qcSx opS‚c\‫ ا‬rhd opS‚c\‫ وا‬١ ‫م‬R• ‫|ل‬m uZ[c\‫ ا‬yzaci ‫ت ا\}|ب‬ap«a•r\‫ا‬
. od‫ر‬ƒY\‫ ا‬-p}bW ‫ى‬ri‫ارس و‬ƒYZ\ opcVc\‫ ا‬opS^\‫ت ا‬a¹œ|Y\‫ ا‬.oxƒbcgY\‫ ا‬٢ ~qS\‫ ا‬X•
‫ت‬aiap^\‫ ا‬R[«‫ وا‬lZœ •x ƒ•˜x ،‫|ه‬T‫ب أ‬RZdŸ‫ام ا‬ƒbcda– ‫ب‬ac…\‫ث ا‬aV–‫اء أ‬rw‫ إ‬ƒ[–
‫ام‬ƒbcda– ‫ر‬a^cm‫ ا‬l^• .‫ار‬ƒVie‫ ا‬F oºpq\‫ام ا‬ƒbcda– ‫د‬ƒ[cY\‫ار ا‬ƒVie‫ ا‬lpZVW ¡x op‚V^\‫ا‬

xx

،op[p^}\‫ ا‬o\aV\‫ ا‬X‫ وھ‬، \‫و‬Ÿ‫ ا‬opdadŸ‫وط ا‬rk\‫ ا‬X•RcgW ‫ أن‬v•• ‫ر‬a^cme‫ ا‬F ‫ار‬ƒVie‫ا‬
‫ك‬aS‫ ھ‬.١" ‫ل أن‬R¦\‫…• ا‬Y•‫ت و‬aiap^\‫ ا‬lpZVW uc•‫ة و‬ƒœ‫ة وا‬rx .op…pd|…\‫ت ا‬a«‫ا‬rc•e‫ وا‬X}b\‫ا‬
X• ‫ ا\}|ب‬yzaci ‫ت‬ap«a•r\‫¡ ا‬x fghi jbk\‫ ا‬lm‫ء دا‬a›¥\‫• ا‬p– opzaqœ‫ إ‬o\e‫ ذات د‬o•|T
fp\‫ إ‬r¹S• ‫…• أن‬Y• .‫ن‬aS•‫ دور‬opxR…V\‫ ا‬o•RS‚\‫ ا‬od‫ر‬ƒY\‫• ا‬hS\‫ ا‬uZ[xRZ[\‫ ا‬rkT ‫دي‬aV\‫~ ا‬q\‫ا‬
‫ى‬Rcgx ƒST F=١٧،٧oYp• a™pZT ‫ل‬RqV\‫ ا‬uW Xc\‫ ا‬op«rh\‫ر ا‬a^cm‫ت ا‬a–agV\‫ ا‬yzaci •x
H0 ¾•‫ ر‬uc• ‫ أن‬ycScgi ‫ أن‬aSS…Y• §\¥\ ، F ١٧،٧>٤،١٥ F oYp• X\ac\a–‫ و‬.٪٥ o\eƒ\‫ا‬
‫ار‬ƒVie‫ ا‬o\‫د‬a[x X‫ ھ‬1,45 X1 +36,6- = Y ‫ار‬ƒVie‫ ا‬o\‫د‬a[x ‫ أن‬XS[• ax R‫ وھ‬، H1l^¦W‫و‬
‫س‬ad‫ أ‬ZT rpºcx Y u•œ ¿^ScZ\ a™x‫ا‬ƒbcd‫ن ا‬R…• ‫…• أن‬Y• o\‫د‬a[Y\‫ أن ا‬XS[• ax R‫ وھ‬rp^›
‫ت‬ap«a•r\‫¡ ا‬x opqbk\‫ء ا‬a›¥\‫• ا‬p– opzaqœ‫ إ‬o\e‫ ذات د‬o•|T ‫ك‬aS‫ھ‬. ٢ ، X1‫ات‬rpºcY\‫ا‬
.‫ن‬aS•‫ دور‬opxR…V\‫ ا‬o•RS‚\‫ ا‬od‫ر‬ƒY\‫• ا‬hS\‫ ا‬uZ[xRZ[\‫ ا‬rkT ‫دي‬aV\‫~ ا‬q\‫ ا‬X• ‫ ا\}|ب‬yzaci
F oYp• a™pZT ‫ل‬RqV\‫ ا‬uW Xc\‫ ا‬op«rh\‫ر ا‬a^cm‫ت ا‬a–agV\‫ ا‬yzaci •x fp\‫ إ‬r¹S• ‫…• أن‬Y•
‫ أن‬aSS…Y• §\¥\ ،(4,15) =F