THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND BIOLOGY LEARNING ACHIEVEMENT STUDENTS IN CLASS XI IA AT SMA NEGERI 2 KISARAN ACADEMIC YEAR 2011/2012.
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE
AND BIOLOGY LEARNING ACHIEVEMENT STUDENT’S
IN CLASS XI IA AT SMA NEGERI 2 KISARAN
ACADEMIC YEAR 2011/2012
By:
Hasmi Syahputra Harahap
NIM. 408641004
Biology Bilingual Education Study Program
A THESIS
Submitted to Biology Education Department The State University of Medan,
in Partial Fulfillment of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
i
IV
ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin ...
All the praise and gratitude the author prayed to the Almighty God
ALLAH SWT who has given the ability, health and safety, so that the author is
able to finish this thesis. The affection is given to the author, it can be follow the
lectures and completed the study according to the planned time, with a title:
"The Relationship Between Emotional Intelligence and Biology Learning
Achievement Student's in Class XI lA at SMA Negeri 2 Kisaran
Academic Year 2011/2012". This thesis is structured to fulfill one of the
requirement for the degree of Sarjana Pendidikan in Biology Department, Faculty
ofMathematics and Natural Science, the State University ofMedan (UNIMED).
The author wish big express thank's to Dra. Meida Nugrahalia, M.Sc.
as the thesis supervisor which has provided guidance and suggestions to the
author from the beginning to the end of writing this thesis. Thank's also goes to
Mr. Syarifuddin, M.Sc, Ph.D., and Mr. Dr. rer. nat. Binari Manurung, M.Si., and
also Mrs. Dr. Hj. Fauziyah Harahap, M.Si., as the examiner lecturers who have
provided input and suggestions from the research plan until the completion
finished of the writing this thesis.
A big thank's also goes to Mr. Drs. H. Tri Harsono, M.Si. as the
chairman of the Biology Department, that always guide me to get every
achievements, without his guidance, the author will become nothing. And also
give thank's to Mrs. Dr. Hj .. Fauziyah Harahap, M.Si., as the academic supervisor
and to Mr. Prof. Dr. Herbert Sipahutar, M.Si., M.Sc., as the coordinator of
Bilingual Program, and all the lecturers and staff personnel department of biology
in Faculty of Mathematics and Natural Science UNIMED who have helped to the
author.
Thank's are also extended to Mr. Drs. Abdul Mufti, M.M., as the head of
school at SMAN 2 Kisaran which is helped author and provide convenience when
carrying out research. As well as all students in class XI IA SMAN 2 Kisaran.
v
Especially of the author give thank's to dear parents, my father
Salim Harahap and my mother Siti Awan Rambe, that has been educating and
raising the author, and always pray for author to remain in the shadow of
ALLAH S WT, if the author had difficulties in lectures and preparation of this
thesis only to him for advice, and their pray to the author can remain
in completing this thesis. Author dedicate this thesis specifically for beloved
parents who never stopped encouraging and proved to be great in terms of the
material, spiritual and motivational advice for author, it can be complete a study
at UNIMED, and also especially give thank's to my brother Herman Chandra
Harahap and my younger brother Hendri Tauhid Harahap and also Hasrul Susanto
Harahap who have help me during in life, so the author can complete a study
atUNIMED.
Not forgetting also say of the author would love to my friends
in biologist who always encouraging and supporting to me during the lecture
at UNIMED, and to dear friends in class Biology Bilingual Education 2008, who
have provided supporting and motivating to reach achieve success in the struggle
to the author. And also to sincerest gratitude for BIOTA (Biologi Pencinta A/am)
and HMJ (Himpunan Mahasiswa Jurusan), the organizations that have built
my character to be more survive and competitive in life.
The author has tried to finish as much as possible in this thesis, but the
author is aware there are still many weaknesses in terms of both content and
grammar, to the author welcome any suggestions and constructive criticism from
the readers for this thesis so that perfectly. The author also recognize that without
the help of the various parties, it's not be resolved this thesis. The finally, author
hope that this thesis can provide inspiration and information to the readers,
to increase the knowledge and enrich the educational revolution.
Wa/hamdulillahirabbilalamin . . .
Medan,
Author
·-
January 2013
---------------------- --
lll
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE
AND BIOLOGY LEARNING ACIDEVEMENT STUDENT'S
IN CLASS XI lA AT SMA NEGERI 2 KJSARAN
ACADEMIC YEAR 201 t/2012
Hasmi Syahputra Harabap (408641004)
ABSTRACTS
These research have the aims to know the relationship between emotional
intelligence and biology learning achievement student's m class XI IA at
SMA Negeri 2 Kisaran academic year 201112012.
The population of this research is all students m class XI IA at
SMA Negeri 2 Kisaran with amount is 135 student. This case, the sample taken
with used total sampling is 135 student, from the entire of the population.
The research method used is descriptive correlation, using the questionnaire
it means as the collecting data in research.
Based on the data analysis result of the prerequisite test known that is
well the data of emotional intelligence and biology learning achievement that are
distributed normally and homogeneous. For technical data analysis known form
of the regression equation is Y = -14.28 + 22.67x that the regression is linear.
It can be seen of Fanthmctic < Ftablc (-2.85 < 1.56), which is confidence level of
a = 0.05, and significance test of regression Y on X that the value of
Farithmctic > Ftablc (51.19 > 4.73). It can be concluded that the regression equation of
Y = -14.28 + 22.67x does means the confidence level of a = 0.05,
so the hypothesis is accepted. From the calculated of correlation coefficient
obtained r = 0.53 and Index of determination (I) = 28 % means that there is
a positive and significant correlation between emotional intelligence and student
achievement, where the emotional intelligence factors the contribution is 28 %
to increase student achievement. The hypothesis test which is obtained
tanthmetic > 1tab1e (7.21 > 1.96), so that the hypothesis testing of Ho is rejected while
of Ha is accepted.
Based on the explanation above, it can be concluded that there is
relationship between emotional intelligence and biology learning achievement
student's in class XI IA at SMA Negeri 2 Kisaran academic year 2011 /201 2.
Keywords: Emotional Intelligence (EI), Biology Learning Achievement of
Student's (BLAS), Questionnaire ofEmotional Intelligence.
.
-~
'~
f
vi
TABLE OF CONTENTS
Thesis Approval
Biography
Abstracts
Acknowledgement
Table of Contents
List of Figures
List of Tables
List of Appendix
CHAPTER I INTRODUCTION
1.1. Background of Problem
1.2. Problem Identification
1.3. Research Scope
1.4. Research Questions
1.5. Objectives
1.6. Significance of Research
1.6.1. Theoritically
1.6.2. Practically
Pages
i
ii
iii
iv
vi
viii
ix
x
1
4
4
5
5
5
5
6
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework
2.1.1. Definition of Emotions
2.1.2. Emotional Intelligence
2.1.3. Active Ingredients of Prevention Programs
2.1.4. Aspects of Emotional Intelligence
2.1.5. Emotional Intelligence In Learning
2.1.6. Definition of Learning Achievement Student
2.1.7. The Relation of Emotional Intelligence and
Learning Achievement
2.1.8. Evidence of Result on Emotional Intelligence Education
2.2. Conceptual Framework
2.3. Hypothesis
2.3.1 Research Hypothesis
2.3.2 Statistical Hypothesis
30
31
33
33
33
33
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.1.1. Location of Research
3.1.2. Time of Research
3.2. Population and Sample
3.2.1. Population
3.2.2. Sample
3.3.
Research Variables
34
34
34
34
34
35
35
7
7
12
17
17
25
27
vii
3.4.
Research Instruments
3.5.
The Kind and Design of Research
3.6.
Procedure of Research
3.7.
Organization of Data Tabulation
3.8.
Data Analysis Techniques
3.8.1. Requirements Test to Data Analysis
3.8.1.1. Normality Test
3.8.1.2. Homogeneity Test
3.8.1.3. Linear Regression Test
3.8.2. Hypothesis Test
3.8.2.1. The Calculation of Product Moment Correlation Coefficient (r)
3.8.2.2. Correlation Significance Test
3.8.2.3. Index of Determination
35
38
39
39
39
41
41
42
43
46
46
47
48
CHAPTER IV RESULTS AND DISCUSSIONS
4.1.
The Results
4.2.
Data of Emotional Intelligence (EI)
4.3.
Data of Biology Learning Achievement Student (BLAS)
4.4.
Requirements Test to Data Analysis
4.4.1. Normality Test
4.4.2. Homogeneity Test
4.4.3. Linear Regression Test
4.5.
Hypothesis Test
4.5.1. The Calculation of Product Moment Correlation Coefficient (r)
4.5.2. Correlation Significance Test
4.5.3. Index of Determination
4.6.
Discussions
49
49
50
52
52
52
53
55
55
55
56
57
CHAPTER V CONCLUSIONS DAN SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
60
60
REFERENCES
62
Appendix
65
viii
LIST OF FIGURES
Figure 2.1.
Figure 2.2.
Figure 3.1.
Figure 4.1.
Figure 4.2.
Figure 4.3.
Pages
The Emotional Brain
11
The Functional Neuroanatomy of Emotion
12
Relationship between two variable
38
Histogram Level of the Emotional Intelligence of Students (X)
50
Histogram Level of Biology Students Achievement (Y)
51
The Scatterplot Showing Direction of Regression Y on X
53
ix
LIST OF TABLES
Pages
Table 2.1. The Personal and Social Skills Attributed on
Emotional Intelligence
Table 2.2. Range of Score Interval and Qualification on
Emotional Intelligence
Table 3.1. Number of Class XI IA Students
Table 3.2. Score of the Positive Statement and Negative Statement
Table 3.3. Range of Score Interval and Qualification on
Emotional Intelligence
Table 3.4. Lattices in Questionnaire used to Aspects
of Emotional Intelligence
Table 3.5. Analysis of Variance (ANAVA) for Test
of Linearity Regression
Table 3.6. Correlation Coefficient
Table 3.7. Interpretation Value
Table 3.8. Index of Determination
Table 4.1. The Summary of Calculated Frequency Distribution
of Emotional Intelligence Students
Table 4.2. The Summary of Calculated Frequency Distribution
of Biology Learning Achievement Student
Tabel 4.3. Normality Test
Table 4.4. Summary of ANAVA for Regression Equations Y on X
Table 4.5. Interpretation of Correlation Coefficient
19
25
34
36
36
37
45
46
47
48
49
50
52
54
55
x
LIST OF APPENDIX
Pages
Appendix 1.
Appendix 2.
Appendix 3.
Appendix 4.
Appendix 5.
Appendix 6.
Appendix 7.
Appendix 8.
Appendix 9.
Appendix 10.
Appendix 11.
Appendix 12.
Appendix 13.
Appendix 14.
Appendix 15.
Appendix 16.
Appendix 17.
Appendix 18.
Research Instrument
(Questionnaire of Emotional Intelligence)
Daftar Nilai Kecerdasan Emosional dan
Nilai Murni Ujian Biologi Semester II
Research Data Tabulation
Calculation of the Average of EI & BLAS and
it is the Standard Deviation
Frequency Distribution Research Data
Normality Test
Homogeneity Test
Linear Regression Test
Calculation of Correlation Coefficient
Correlation Significance Test
Index of Determination
Research Documentation
The Critical Value of L for Lilliefors Test
Table of Large Area under the Normal Curve of 0 to z
The price of Chi-Square (2)
Nilai Persentil Untuk Distribusi F
Critical Value of t Distribution
List of Values of t Distribution
65
70
75
81
83
85
89
99
111
113
115
116
124
125
126
127
130
131
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
Education is a business or activity carried on with deliberate, organized
and planned with the intent to change or develop desired behavior. Schools as
formal institutions are instrumental in achieving these educational goals. Through
the school, students study a range of things. In formal education, study shows that
there is a positive change so that at the final stage will get the skills and new
knowledge. The results of the learning process are reflected in academic
achievement. But in an effort to achieve a satisfactory learning achievements and
learning needs. The learning process that occurs in individuals is an important
thing, because through the study of individuals familiar with their environment
and adjust to the surrounding environment. For example studying biology will
produce lasting changes in a person. To find out to what extent the changes that
occur, there needs assessment. Assessment of results of learning biology a student
to know the extent to which learning objectives have been achieved is called an
achievement to learn biology.
Educational problems will not be endless. Besides increasing competition
in the world of education today, is a natural thing if the students worry about
failure in learning achievement or even the fear of failing grades. Therefore,
teachers have an important role in education. Teachers as one of the educational
staff have a role as one of the critical success factors of education goals, because
teachers are directly in contact with learners. However, efforts of the students also
have important role in learning achievement the best as to form study group or
follow the guidance of learning. Such effort is clearly positive, but there is still
another factor that is not less important in achieving success than intellectual
intelligence, these factor is emotional intelligence.
Emotional Intelligence is ability to motivate themselves, overcome
frustration, impulse control, set the mood, empathy and the ability to work
together is guided by parents and teachers at school. Education in schools not only
2
need to develop a rational understanding of intelligence that is commonly
understood model student, but also need to develop student’s emotional
intelligence.
Intellectual intelligence just does not provide preparation for students to
face the difficulties in life to get the achievement. Teachers suggested that further
improve the quality of the field of emotional intelligence for students, considering
the challenge of education to produce quality human resources that can compete
in era globally. Efforts to improve the performance is usually done by providing
motivation, conduct supervision, provide incentives, provides an excellent
opportunity to grow in mind, improve skills, good leadership style and other
efforts relevant that can support students in achieve emotional intelligence.
The existence of emotional intelligence, students are able to recognize
and respond to their own feelings and are able to read and deal with the feelings of
others effectively. Students have good emotional skills is likely for succeed in life
and have the motivation to achievement. While students who can not hold the
controls for the emotional life will experience an inner struggle that undermine its
ability to focus on their tasks and a clear mind that existed at the student.
Goleman (1995) and some other researcher in the U.S. (Yoseph, 2005)
showed that an someone's success in life is 80 percent were depend on Emotional
Quotient (EQ), Spiritual Quotient (SQ) and only 20 percent were depend on
Intelligence Quotient (IQ). In the human personality, it consists of two different
dimensions, namely the SQ and EQ sides. Concerning the spiritual side of man's
ability to calculate, analyze, think about cause and effect and produce something.
The emotional side to bring the nuances of feelings, moods regarding happy, sad,
frustrated, tense, and afraid. While the IQ is cognitive intelligence. So, EQ and SQ
are very important in life than IQ.
Success in school is not predicted by a collection of facts a student or her
ability in thinking (intellectual intelligence), but by measures of emotional and
social. Determine the pattern of behavior expected of others and how to control
the impulse to misbehave, can afford to wait, follow the instructions from the
teacher to seek help and expressing time needs getting along with other student.
3
According to the report, in some of school did not have one or more
elements of emotional intelligence/do not want to know whether they also have
cognitive difficulties such as learning disabilities (Goleman, 2009).
According to Goleman (2000), Emotional intelligence is the ability to
perceive, understand and effectively apply the power and sensitivity of emotion as
a source of energy, information, connections and influence human. This capability
of students can be able to know who is him, to control himself, to motivate
himself, empathizing with the surrounding environment and have the social skills
that will improve the quality of his own understanding, while according
to Gottman (2008), students who have high levels on emotional intelligence are
better, can become more skilled in calming himself quickly, rarely contracting the
disease, more skilled in focusing attention, better in dealing with others,
more adept at understanding others and for academic work at school is better.
Many educational programs oriented only on the intelligence of the brain alone or
Intelligence Quotient (IQ). The appropriate what is actually required how to
develop intelligence, such as toughness, initiative, optimism, adaptability which
has now become the basis of a new assessment.
Based
on
the
results
of
research
Yolanda
(2007)
average
emotional intelligence students equal to 2,4 belong to medium categories and
biology learning achievement 67,69 belong to successful categories. It means that
there is the relationship between emotional intelligence and biology learning
achievement student’s. Similar to Gusmayanti (2009) average emotional
intelligence students equal to 2,81 with biology learning achievement on average
74,73. The study was based on the measurement of emotional intelligence scores
range that can be seen in table 3.3, chapter III that the interval ranges from
0.0 until 2,0 belong to classification low categories and 2,1 until 4.0 belong to
high categories. The measurement of learning achievement student based on the
value predetermined of Biology KKM (Kriteria Ketuntasan Minimal) is 73 for
class XI IA at SMA Negeri 2 Kisaran. If the student's achievement scores is less
than 73 belong to unsuccessful categories and score is more than 73 belong to
successful categories. Study was conducted to obtain information about the
4
relations of emotional intelligence to biology learning achievement, in addressing
the child's learning success is not solely due to sheer intellectual ability, but there
are one of the that support the learning success of children, especially teenagers.
Because, there is relationship between emotional intelligence and biology learning
achievement of student’s. Based on the information above, the author want to
conduct a research titled “The Relationship Between Emotional Intelligence
and Biology Learning Achievement Student’s in Class XI IA at SMA Negeri 2
Kisaran Academic Year 2011/2012.”
1.2. Problem Identification
Based on the background above the problems are identified as follows:
1. Not all students in class XI IA have high emotional intelligence.
2. Not all teachers know the importance of emotional intelligence on
student achievement.
3. Lack of implementation or development of emotional intelligence in
teaching and learning in the classroom.
4. Lack of student motivation to improve academic achievement in
classroom.
5. In the teaching-learning process is needed teacher personality to the
expectations of the student to improve biology learning achievement
in class.
1.3. Research Scope
In order for this research can be successfully implemented and directed,
then this research only limited on emotional intelligence that include to
“personality skills and social skills", then look at student achievement,
and to know the relationship between emotional intelligence and biology learning
achievement student's in class XI IA at SMAN 2 Kisaran academic year
2011/2012.
5
1.4. Research Questions
The problem can be formulated as follows:
1. Is there any average level of student emotional intelligence in class XI IA
at SMA Negeri 2 Kisaran academic year 2011/2012?
2. How is the average score of biology learning achievement student
in class XI IA at SMA Negeri 2 Kisaran academic year 2011/2012?
3. Is there any relationship between emotional intelligence and biology
learning achievement student in class XI IA at SMA Negeri 2 Kisaran
academic year 2011/2012?
1.5. Objectives
This research will conducted with several objectives as follows:
1. To know the average level of emotional intelligence student’s in class
XI IA at SMA Negeri 2 Kisaran academic year 2011/2012.
2. To know the average score of learning achievement student’s in
class XI IA at SMA Negeri 2 Kisaran academic year 2011/2012.
3. To know the relationship between emotional intelligence and biology
learning achievement student’s in class XI IA at SMA Negeri 2 Kisaran
academic year 2011/2012.”
1.6. Significance of Research
The results of this study have significance some are as follows:
1.6.1. Theoritically
1. Research is expected to contribute to and enrich the educational
psychology research that has been there also especially for biology
education and can give an idea of the relationship of emotional intelligence
with academic achievement.
2. As a material input and reference source for other researchers in Biology
Department to conducting the similar research.
6
1.6.2. Practically
1. Results of this study is expected to help provide information, especially to
parents, teachers and school counselors in an effort to guide and motivate
students to explore adolescent in terms of their emotional intelligence
toward positive behavior.
2. As a material input for the student to be able to improve their emotional
intelligence.
3. As a material input for the teacher to be able give attention and approach to
students, particularly in terms of improving children's emotional
intelligence.
4. As a material input for the school in making policies that are associated
with increased to emotional intelligence of students.
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
Based on the objective, result and discussion of research on the
relationship between emotional intelligence and biology learning achievement
student’s that previously stated, it can be concluded that:
1. The average level of emotional intelligence of student in class XI IA
at SMAN 2 Kisaran academic year 2011/2012 is 3.1, it is belong to high
categories, which is reach the students as much 34.81 %.
2. The average score of biology learning achievement student’s in
class XI IA at SMAN 2 Kisaran academic year 2011/2012 is 54.34,
it is belong to medium categories, which is reach the students as much
42.96 %.
3. There is significance relationship between emotional intelligence and
biology learning achievement student’s in class XI IA at SMA Negeri 2
Kisaran academic year 2011/2012. The value of calculation in
correlation coefficient (r) is 0.53, and the emotional intelligence
contribution is 28 % toward biology learning achievement students and
the rest affected by other factors.
5.2. Suggestions
Based on the above conclusions, then it could be the following proposed
some suggestions that are as follow:
1. The results of these studies used as an input to the teachers for students in
dealing with emotional intelligence and can further enhance the
achievement of biology students in the achieve to success.
2. To student at SMAN 2 Kisaran to further improve emotional intelligence
and academic achievement, because the emotional intelligence and
academic achievement has a positive relationship and significant impact.
61
3. The readers can enhancing more references so that the statements
regarding this research more accurately and ensure that there is a positive
relationship and ability to increase biology student achievement
in school.
4. To further researchers are expected to conduct research at other schools
to be used as a comparison in order to obtain more comprehensive results
on the relationship between emotional intelligence and biology academic
achievement of students.
62
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Wahyuningsih, A., S., (2004), Skripsi Hubungan Antara Kecerdasan Emosional
Dengan Prestasi Belajar Pada Siswa Kelas II SMU Lab School Jakarta
Timur Tahun Ajaran 2003/2004, Universitas Persada Indonesia (UPI),
Jakarta.
Winkel, W., S., (1997), Psikologi Pengajaran, PT. Gramedia Pustaka Utama,
Jakarta.
ii
BIOGRAPHY
Hasmi Syahputra Harahap was born in Simpang Ranto Jior,
on 21st July 1991. The dear parents are my father Salim Harahap and my mother
Siti Awan Rambe, was the second child of the child’s four. In 1996, the author
started his first educational experience in SD Negeri 116254 Ranto Jior and
graduated in 2002. In 2002, the author entered in MTs Darul Falah and graduated
in 2005. In 2005, the author continued his educational in MAS Darul Falah and
graduated in 2008. In 2008, the author was registered in Biology Bilingual
Education, Biology Department, Faculty of Mathematics and Natural Science,
the State University of Medan, and did the thesis examination on 11January 2013.
Academic experiences have been follows are field course, a national
seminar and field experience program at SMA Negeri 2 Kisaran. The author
activities in college that are related to BIOTA (Biologi Pencinta Alam) and
HMJ (Himpunan Mahasiswa Jurusan).
The final task, the author completed the thesis with a title
“The Relationship Between Emotional Intelligence and Biology Learning
Achievement Student’s in Class XI IA at SMA Negeri 2 Kisaran Academic Year
2011/2012”. The research was conducted in Mei until June, which is guided
by Dra. Meida Nugrahalia, M.Sc.
iii
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE
AND BIOLOGY LEARNING ACHIEVEMENT STUDENT’S
IN CLASS XI IA AT SMA NEGERI 2 KISARAN
ACADEMIC YEAR 2011/2012
Hasmi Syahputra Harahap (408641004)
ABSTRACTS
These research have the aims to know the relationship between emotional
intelligence and biology learning achievement student’s in class XI IA at
SMA Negeri 2 Kisaran academic year 2011/2012.
The population of this research is all students in class XI IA at
SMA Negeri 2 Kisaran with amount is 135 student. This case, the sample taken
with used total sampling is 135 student, from the entire of the population.
The research method used is descriptive correlation, using the questionnaire
it means as the collecting data in research.
Based on the data analysis result of the prerequisite test known that is
well the data of emotional intelligence and biology learning achievement that are
distributed normally and homogeneous. For technical data analysis known form
of the regression equation is Y = -14.28 + 22.67x that the regression is linear.
It can be seen of Farithmetic Ftable (-2.85 1.56), which is confidence level of
= 0.05, and significance test of regression Y on X that the value of
Farithmetic > Ftable (51.19 > 4.73). It can be concluded that the regression equation of
Y = -14.28 + 22.67x does means the confidence level of = 0.05,
so the hypothesis is accepted. From the calculated of correlation coefficient
obtained r = 0.53 and Index of determination (I) = 28 % means that there is
a positive and significant correlation between emotional intelligence and student
achievement, where the emotional intelligence factors the contribution is 28 %
to increase student achievement. The hypothesis test which is obtained
tarithmetic > ttable (7.21 > 1.96), so that the hypothesis testing of Ho is rejected while
of Ha is accepted.
Based on the explanation above, it can be concluded that there is
relationship between emotional intelligence and biology learning achievement
student’s in class XI IA at SMA Negeri 2 Kisaran academic year 2011/2012.
Keywords: Emotional Intelligence (EI), Biology Learning Achievement of
Student’s (BLAS), Questionnaire of Emotional Intelligence.
iv
ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin . . .
All the praise and gratitude the author prayed to the Almighty God
ALLAH SWT who has given the ability, health and safety, so that the author is
able to finish this thesis. The affection is given to the author, it can be follow the
lectures and completed the study according to the planned time, with a title:
“The Relationship Between Emotional Intelligence and Biology Learning
Achievement Student’s in Class XI IA at SMA Negeri 2 Kisaran
Academic Year 2011/2012”. This thesis is structured to fulfill one of the
requirement for the degree of Sarjana Pendidikan in Biology Department, Faculty
of Mathematics and Natural Science, the State University of Medan (UNIMED).
The author wish big express thank’s to Dra. Meida Nugrahalia, M.Sc.
as the thesis supervisor which has provided guidance and suggestions to the
author from the beginning to the end of writing this thesis. Thank’s also goes to
Mr. Syarifuddin, M.Sc, Ph.D., and Mr. Dr. rer. nat. Binari Manurung, M.Si., and
also Mrs. Dr. Hj. Fauziyah Harahap, M.Si., as the examiner lecturers who have
provided input and suggestions from the research plan until the completion
finished of the writing this thesis.
A big thank’s also goes to Mr. Drs. H. Tri Harsono, M.Si. as the
chairman of the Biology Department, that always guide me to get every
achievements, without his guidance, the author will become nothing. And also
give thank’s to Mrs. Dr. Hj. Fauziyah Harahap, M.Si., as the academic supervisor
and to Mr. Prof. Dr. Herbert Sipahutar, M.Si., M.Sc., as the coordinator of
Bilingual Program, and all the lecturers and staff personnel department of biology
in Faculty of Mathematics and Natural Science UNIMED who have helped to the
author.
Thank’s are also extended to Mr. Drs. Abdul Mufti, M.M., as the head of
school at SMAN 2 Kisaran which is helped author and provide convenience when
carrying out research. As well as all students in class XI IA SMAN 2 Kisaran.
v
Especially of the author give thank’s to dear parents, my father
Salim Harahap and my mother Siti Awan Rambe, that has been educating and
raising the author, and always pray for author to remain in the shadow of
ALLAH SWT, if the author had difficulties in lectures and preparation of this
thesis only to him for advice, and their pray to the author can remain
in completing this thesis. Author dedicate this thesis specifically for beloved
parents who never stopped encouraging and proved to be great in terms of the
material, spiritual and motivational advice for author, it can be complete a study
at UNIMED, and also especially give thank’s to my brother Herman Chandra
Harahap and my younger brother Hendri Tauhid Harahap and also Hasrul Susanto
Harahap who have help me during in life, so the author can complete a study
at UNIMED.
Not forgetting also say of the author would love to my friends
in biologist who always encouraging and supporting to me during the lecture
at UNIMED, and to dear friends in class Biology Bilingual Education 2008, who
have provided supporting and motivating to reach achieve success in the struggle
to the author. And also to sincerest gratitude for BIOTA (Biologi Pencinta Alam)
and HMJ (Himpunan Mahasiswa Jurusan), the organizations that have built
my character to be more survive and competitive in life.
The author has tried to finish as much as possible in this thesis, but the
author is aware there are still many weaknesses in terms of both content and
grammar, to the author welcome any suggestions and constructive criticism from
the readers for this thesis so that perfectly. The author also recognize that without
the help of the various parties, it’s not be resolved this thesis. The finally, author
hope that this thesis can provide inspiration and information to the readers,
to increase the knowledge and enrich the educational revolution.
Walhamdulillahirabbilalamin . . .
AND BIOLOGY LEARNING ACHIEVEMENT STUDENT’S
IN CLASS XI IA AT SMA NEGERI 2 KISARAN
ACADEMIC YEAR 2011/2012
By:
Hasmi Syahputra Harahap
NIM. 408641004
Biology Bilingual Education Study Program
A THESIS
Submitted to Biology Education Department The State University of Medan,
in Partial Fulfillment of the Requirement for Degree of Sarjana Pendidikan
BIOLOGY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2013
i
IV
ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin ...
All the praise and gratitude the author prayed to the Almighty God
ALLAH SWT who has given the ability, health and safety, so that the author is
able to finish this thesis. The affection is given to the author, it can be follow the
lectures and completed the study according to the planned time, with a title:
"The Relationship Between Emotional Intelligence and Biology Learning
Achievement Student's in Class XI lA at SMA Negeri 2 Kisaran
Academic Year 2011/2012". This thesis is structured to fulfill one of the
requirement for the degree of Sarjana Pendidikan in Biology Department, Faculty
ofMathematics and Natural Science, the State University ofMedan (UNIMED).
The author wish big express thank's to Dra. Meida Nugrahalia, M.Sc.
as the thesis supervisor which has provided guidance and suggestions to the
author from the beginning to the end of writing this thesis. Thank's also goes to
Mr. Syarifuddin, M.Sc, Ph.D., and Mr. Dr. rer. nat. Binari Manurung, M.Si., and
also Mrs. Dr. Hj. Fauziyah Harahap, M.Si., as the examiner lecturers who have
provided input and suggestions from the research plan until the completion
finished of the writing this thesis.
A big thank's also goes to Mr. Drs. H. Tri Harsono, M.Si. as the
chairman of the Biology Department, that always guide me to get every
achievements, without his guidance, the author will become nothing. And also
give thank's to Mrs. Dr. Hj .. Fauziyah Harahap, M.Si., as the academic supervisor
and to Mr. Prof. Dr. Herbert Sipahutar, M.Si., M.Sc., as the coordinator of
Bilingual Program, and all the lecturers and staff personnel department of biology
in Faculty of Mathematics and Natural Science UNIMED who have helped to the
author.
Thank's are also extended to Mr. Drs. Abdul Mufti, M.M., as the head of
school at SMAN 2 Kisaran which is helped author and provide convenience when
carrying out research. As well as all students in class XI IA SMAN 2 Kisaran.
v
Especially of the author give thank's to dear parents, my father
Salim Harahap and my mother Siti Awan Rambe, that has been educating and
raising the author, and always pray for author to remain in the shadow of
ALLAH S WT, if the author had difficulties in lectures and preparation of this
thesis only to him for advice, and their pray to the author can remain
in completing this thesis. Author dedicate this thesis specifically for beloved
parents who never stopped encouraging and proved to be great in terms of the
material, spiritual and motivational advice for author, it can be complete a study
at UNIMED, and also especially give thank's to my brother Herman Chandra
Harahap and my younger brother Hendri Tauhid Harahap and also Hasrul Susanto
Harahap who have help me during in life, so the author can complete a study
atUNIMED.
Not forgetting also say of the author would love to my friends
in biologist who always encouraging and supporting to me during the lecture
at UNIMED, and to dear friends in class Biology Bilingual Education 2008, who
have provided supporting and motivating to reach achieve success in the struggle
to the author. And also to sincerest gratitude for BIOTA (Biologi Pencinta A/am)
and HMJ (Himpunan Mahasiswa Jurusan), the organizations that have built
my character to be more survive and competitive in life.
The author has tried to finish as much as possible in this thesis, but the
author is aware there are still many weaknesses in terms of both content and
grammar, to the author welcome any suggestions and constructive criticism from
the readers for this thesis so that perfectly. The author also recognize that without
the help of the various parties, it's not be resolved this thesis. The finally, author
hope that this thesis can provide inspiration and information to the readers,
to increase the knowledge and enrich the educational revolution.
Wa/hamdulillahirabbilalamin . . .
Medan,
Author
·-
January 2013
---------------------- --
lll
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE
AND BIOLOGY LEARNING ACIDEVEMENT STUDENT'S
IN CLASS XI lA AT SMA NEGERI 2 KJSARAN
ACADEMIC YEAR 201 t/2012
Hasmi Syahputra Harabap (408641004)
ABSTRACTS
These research have the aims to know the relationship between emotional
intelligence and biology learning achievement student's m class XI IA at
SMA Negeri 2 Kisaran academic year 201112012.
The population of this research is all students m class XI IA at
SMA Negeri 2 Kisaran with amount is 135 student. This case, the sample taken
with used total sampling is 135 student, from the entire of the population.
The research method used is descriptive correlation, using the questionnaire
it means as the collecting data in research.
Based on the data analysis result of the prerequisite test known that is
well the data of emotional intelligence and biology learning achievement that are
distributed normally and homogeneous. For technical data analysis known form
of the regression equation is Y = -14.28 + 22.67x that the regression is linear.
It can be seen of Fanthmctic < Ftablc (-2.85 < 1.56), which is confidence level of
a = 0.05, and significance test of regression Y on X that the value of
Farithmctic > Ftablc (51.19 > 4.73). It can be concluded that the regression equation of
Y = -14.28 + 22.67x does means the confidence level of a = 0.05,
so the hypothesis is accepted. From the calculated of correlation coefficient
obtained r = 0.53 and Index of determination (I) = 28 % means that there is
a positive and significant correlation between emotional intelligence and student
achievement, where the emotional intelligence factors the contribution is 28 %
to increase student achievement. The hypothesis test which is obtained
tanthmetic > 1tab1e (7.21 > 1.96), so that the hypothesis testing of Ho is rejected while
of Ha is accepted.
Based on the explanation above, it can be concluded that there is
relationship between emotional intelligence and biology learning achievement
student's in class XI IA at SMA Negeri 2 Kisaran academic year 2011 /201 2.
Keywords: Emotional Intelligence (EI), Biology Learning Achievement of
Student's (BLAS), Questionnaire ofEmotional Intelligence.
.
-~
'~
f
vi
TABLE OF CONTENTS
Thesis Approval
Biography
Abstracts
Acknowledgement
Table of Contents
List of Figures
List of Tables
List of Appendix
CHAPTER I INTRODUCTION
1.1. Background of Problem
1.2. Problem Identification
1.3. Research Scope
1.4. Research Questions
1.5. Objectives
1.6. Significance of Research
1.6.1. Theoritically
1.6.2. Practically
Pages
i
ii
iii
iv
vi
viii
ix
x
1
4
4
5
5
5
5
6
CHAPTER II LITERATURE REVIEW
2.1. Theoretical Framework
2.1.1. Definition of Emotions
2.1.2. Emotional Intelligence
2.1.3. Active Ingredients of Prevention Programs
2.1.4. Aspects of Emotional Intelligence
2.1.5. Emotional Intelligence In Learning
2.1.6. Definition of Learning Achievement Student
2.1.7. The Relation of Emotional Intelligence and
Learning Achievement
2.1.8. Evidence of Result on Emotional Intelligence Education
2.2. Conceptual Framework
2.3. Hypothesis
2.3.1 Research Hypothesis
2.3.2 Statistical Hypothesis
30
31
33
33
33
33
CHAPTER III RESEARCH METHOD
3.1. Location and Time of Research
3.1.1. Location of Research
3.1.2. Time of Research
3.2. Population and Sample
3.2.1. Population
3.2.2. Sample
3.3.
Research Variables
34
34
34
34
34
35
35
7
7
12
17
17
25
27
vii
3.4.
Research Instruments
3.5.
The Kind and Design of Research
3.6.
Procedure of Research
3.7.
Organization of Data Tabulation
3.8.
Data Analysis Techniques
3.8.1. Requirements Test to Data Analysis
3.8.1.1. Normality Test
3.8.1.2. Homogeneity Test
3.8.1.3. Linear Regression Test
3.8.2. Hypothesis Test
3.8.2.1. The Calculation of Product Moment Correlation Coefficient (r)
3.8.2.2. Correlation Significance Test
3.8.2.3. Index of Determination
35
38
39
39
39
41
41
42
43
46
46
47
48
CHAPTER IV RESULTS AND DISCUSSIONS
4.1.
The Results
4.2.
Data of Emotional Intelligence (EI)
4.3.
Data of Biology Learning Achievement Student (BLAS)
4.4.
Requirements Test to Data Analysis
4.4.1. Normality Test
4.4.2. Homogeneity Test
4.4.3. Linear Regression Test
4.5.
Hypothesis Test
4.5.1. The Calculation of Product Moment Correlation Coefficient (r)
4.5.2. Correlation Significance Test
4.5.3. Index of Determination
4.6.
Discussions
49
49
50
52
52
52
53
55
55
55
56
57
CHAPTER V CONCLUSIONS DAN SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
60
60
REFERENCES
62
Appendix
65
viii
LIST OF FIGURES
Figure 2.1.
Figure 2.2.
Figure 3.1.
Figure 4.1.
Figure 4.2.
Figure 4.3.
Pages
The Emotional Brain
11
The Functional Neuroanatomy of Emotion
12
Relationship between two variable
38
Histogram Level of the Emotional Intelligence of Students (X)
50
Histogram Level of Biology Students Achievement (Y)
51
The Scatterplot Showing Direction of Regression Y on X
53
ix
LIST OF TABLES
Pages
Table 2.1. The Personal and Social Skills Attributed on
Emotional Intelligence
Table 2.2. Range of Score Interval and Qualification on
Emotional Intelligence
Table 3.1. Number of Class XI IA Students
Table 3.2. Score of the Positive Statement and Negative Statement
Table 3.3. Range of Score Interval and Qualification on
Emotional Intelligence
Table 3.4. Lattices in Questionnaire used to Aspects
of Emotional Intelligence
Table 3.5. Analysis of Variance (ANAVA) for Test
of Linearity Regression
Table 3.6. Correlation Coefficient
Table 3.7. Interpretation Value
Table 3.8. Index of Determination
Table 4.1. The Summary of Calculated Frequency Distribution
of Emotional Intelligence Students
Table 4.2. The Summary of Calculated Frequency Distribution
of Biology Learning Achievement Student
Tabel 4.3. Normality Test
Table 4.4. Summary of ANAVA for Regression Equations Y on X
Table 4.5. Interpretation of Correlation Coefficient
19
25
34
36
36
37
45
46
47
48
49
50
52
54
55
x
LIST OF APPENDIX
Pages
Appendix 1.
Appendix 2.
Appendix 3.
Appendix 4.
Appendix 5.
Appendix 6.
Appendix 7.
Appendix 8.
Appendix 9.
Appendix 10.
Appendix 11.
Appendix 12.
Appendix 13.
Appendix 14.
Appendix 15.
Appendix 16.
Appendix 17.
Appendix 18.
Research Instrument
(Questionnaire of Emotional Intelligence)
Daftar Nilai Kecerdasan Emosional dan
Nilai Murni Ujian Biologi Semester II
Research Data Tabulation
Calculation of the Average of EI & BLAS and
it is the Standard Deviation
Frequency Distribution Research Data
Normality Test
Homogeneity Test
Linear Regression Test
Calculation of Correlation Coefficient
Correlation Significance Test
Index of Determination
Research Documentation
The Critical Value of L for Lilliefors Test
Table of Large Area under the Normal Curve of 0 to z
The price of Chi-Square (2)
Nilai Persentil Untuk Distribusi F
Critical Value of t Distribution
List of Values of t Distribution
65
70
75
81
83
85
89
99
111
113
115
116
124
125
126
127
130
131
1
CHAPTER I
INTRODUCTION
1.1. Background of Problem
Education is a business or activity carried on with deliberate, organized
and planned with the intent to change or develop desired behavior. Schools as
formal institutions are instrumental in achieving these educational goals. Through
the school, students study a range of things. In formal education, study shows that
there is a positive change so that at the final stage will get the skills and new
knowledge. The results of the learning process are reflected in academic
achievement. But in an effort to achieve a satisfactory learning achievements and
learning needs. The learning process that occurs in individuals is an important
thing, because through the study of individuals familiar with their environment
and adjust to the surrounding environment. For example studying biology will
produce lasting changes in a person. To find out to what extent the changes that
occur, there needs assessment. Assessment of results of learning biology a student
to know the extent to which learning objectives have been achieved is called an
achievement to learn biology.
Educational problems will not be endless. Besides increasing competition
in the world of education today, is a natural thing if the students worry about
failure in learning achievement or even the fear of failing grades. Therefore,
teachers have an important role in education. Teachers as one of the educational
staff have a role as one of the critical success factors of education goals, because
teachers are directly in contact with learners. However, efforts of the students also
have important role in learning achievement the best as to form study group or
follow the guidance of learning. Such effort is clearly positive, but there is still
another factor that is not less important in achieving success than intellectual
intelligence, these factor is emotional intelligence.
Emotional Intelligence is ability to motivate themselves, overcome
frustration, impulse control, set the mood, empathy and the ability to work
together is guided by parents and teachers at school. Education in schools not only
2
need to develop a rational understanding of intelligence that is commonly
understood model student, but also need to develop student’s emotional
intelligence.
Intellectual intelligence just does not provide preparation for students to
face the difficulties in life to get the achievement. Teachers suggested that further
improve the quality of the field of emotional intelligence for students, considering
the challenge of education to produce quality human resources that can compete
in era globally. Efforts to improve the performance is usually done by providing
motivation, conduct supervision, provide incentives, provides an excellent
opportunity to grow in mind, improve skills, good leadership style and other
efforts relevant that can support students in achieve emotional intelligence.
The existence of emotional intelligence, students are able to recognize
and respond to their own feelings and are able to read and deal with the feelings of
others effectively. Students have good emotional skills is likely for succeed in life
and have the motivation to achievement. While students who can not hold the
controls for the emotional life will experience an inner struggle that undermine its
ability to focus on their tasks and a clear mind that existed at the student.
Goleman (1995) and some other researcher in the U.S. (Yoseph, 2005)
showed that an someone's success in life is 80 percent were depend on Emotional
Quotient (EQ), Spiritual Quotient (SQ) and only 20 percent were depend on
Intelligence Quotient (IQ). In the human personality, it consists of two different
dimensions, namely the SQ and EQ sides. Concerning the spiritual side of man's
ability to calculate, analyze, think about cause and effect and produce something.
The emotional side to bring the nuances of feelings, moods regarding happy, sad,
frustrated, tense, and afraid. While the IQ is cognitive intelligence. So, EQ and SQ
are very important in life than IQ.
Success in school is not predicted by a collection of facts a student or her
ability in thinking (intellectual intelligence), but by measures of emotional and
social. Determine the pattern of behavior expected of others and how to control
the impulse to misbehave, can afford to wait, follow the instructions from the
teacher to seek help and expressing time needs getting along with other student.
3
According to the report, in some of school did not have one or more
elements of emotional intelligence/do not want to know whether they also have
cognitive difficulties such as learning disabilities (Goleman, 2009).
According to Goleman (2000), Emotional intelligence is the ability to
perceive, understand and effectively apply the power and sensitivity of emotion as
a source of energy, information, connections and influence human. This capability
of students can be able to know who is him, to control himself, to motivate
himself, empathizing with the surrounding environment and have the social skills
that will improve the quality of his own understanding, while according
to Gottman (2008), students who have high levels on emotional intelligence are
better, can become more skilled in calming himself quickly, rarely contracting the
disease, more skilled in focusing attention, better in dealing with others,
more adept at understanding others and for academic work at school is better.
Many educational programs oriented only on the intelligence of the brain alone or
Intelligence Quotient (IQ). The appropriate what is actually required how to
develop intelligence, such as toughness, initiative, optimism, adaptability which
has now become the basis of a new assessment.
Based
on
the
results
of
research
Yolanda
(2007)
average
emotional intelligence students equal to 2,4 belong to medium categories and
biology learning achievement 67,69 belong to successful categories. It means that
there is the relationship between emotional intelligence and biology learning
achievement student’s. Similar to Gusmayanti (2009) average emotional
intelligence students equal to 2,81 with biology learning achievement on average
74,73. The study was based on the measurement of emotional intelligence scores
range that can be seen in table 3.3, chapter III that the interval ranges from
0.0 until 2,0 belong to classification low categories and 2,1 until 4.0 belong to
high categories. The measurement of learning achievement student based on the
value predetermined of Biology KKM (Kriteria Ketuntasan Minimal) is 73 for
class XI IA at SMA Negeri 2 Kisaran. If the student's achievement scores is less
than 73 belong to unsuccessful categories and score is more than 73 belong to
successful categories. Study was conducted to obtain information about the
4
relations of emotional intelligence to biology learning achievement, in addressing
the child's learning success is not solely due to sheer intellectual ability, but there
are one of the that support the learning success of children, especially teenagers.
Because, there is relationship between emotional intelligence and biology learning
achievement of student’s. Based on the information above, the author want to
conduct a research titled “The Relationship Between Emotional Intelligence
and Biology Learning Achievement Student’s in Class XI IA at SMA Negeri 2
Kisaran Academic Year 2011/2012.”
1.2. Problem Identification
Based on the background above the problems are identified as follows:
1. Not all students in class XI IA have high emotional intelligence.
2. Not all teachers know the importance of emotional intelligence on
student achievement.
3. Lack of implementation or development of emotional intelligence in
teaching and learning in the classroom.
4. Lack of student motivation to improve academic achievement in
classroom.
5. In the teaching-learning process is needed teacher personality to the
expectations of the student to improve biology learning achievement
in class.
1.3. Research Scope
In order for this research can be successfully implemented and directed,
then this research only limited on emotional intelligence that include to
“personality skills and social skills", then look at student achievement,
and to know the relationship between emotional intelligence and biology learning
achievement student's in class XI IA at SMAN 2 Kisaran academic year
2011/2012.
5
1.4. Research Questions
The problem can be formulated as follows:
1. Is there any average level of student emotional intelligence in class XI IA
at SMA Negeri 2 Kisaran academic year 2011/2012?
2. How is the average score of biology learning achievement student
in class XI IA at SMA Negeri 2 Kisaran academic year 2011/2012?
3. Is there any relationship between emotional intelligence and biology
learning achievement student in class XI IA at SMA Negeri 2 Kisaran
academic year 2011/2012?
1.5. Objectives
This research will conducted with several objectives as follows:
1. To know the average level of emotional intelligence student’s in class
XI IA at SMA Negeri 2 Kisaran academic year 2011/2012.
2. To know the average score of learning achievement student’s in
class XI IA at SMA Negeri 2 Kisaran academic year 2011/2012.
3. To know the relationship between emotional intelligence and biology
learning achievement student’s in class XI IA at SMA Negeri 2 Kisaran
academic year 2011/2012.”
1.6. Significance of Research
The results of this study have significance some are as follows:
1.6.1. Theoritically
1. Research is expected to contribute to and enrich the educational
psychology research that has been there also especially for biology
education and can give an idea of the relationship of emotional intelligence
with academic achievement.
2. As a material input and reference source for other researchers in Biology
Department to conducting the similar research.
6
1.6.2. Practically
1. Results of this study is expected to help provide information, especially to
parents, teachers and school counselors in an effort to guide and motivate
students to explore adolescent in terms of their emotional intelligence
toward positive behavior.
2. As a material input for the student to be able to improve their emotional
intelligence.
3. As a material input for the teacher to be able give attention and approach to
students, particularly in terms of improving children's emotional
intelligence.
4. As a material input for the school in making policies that are associated
with increased to emotional intelligence of students.
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
Based on the objective, result and discussion of research on the
relationship between emotional intelligence and biology learning achievement
student’s that previously stated, it can be concluded that:
1. The average level of emotional intelligence of student in class XI IA
at SMAN 2 Kisaran academic year 2011/2012 is 3.1, it is belong to high
categories, which is reach the students as much 34.81 %.
2. The average score of biology learning achievement student’s in
class XI IA at SMAN 2 Kisaran academic year 2011/2012 is 54.34,
it is belong to medium categories, which is reach the students as much
42.96 %.
3. There is significance relationship between emotional intelligence and
biology learning achievement student’s in class XI IA at SMA Negeri 2
Kisaran academic year 2011/2012. The value of calculation in
correlation coefficient (r) is 0.53, and the emotional intelligence
contribution is 28 % toward biology learning achievement students and
the rest affected by other factors.
5.2. Suggestions
Based on the above conclusions, then it could be the following proposed
some suggestions that are as follow:
1. The results of these studies used as an input to the teachers for students in
dealing with emotional intelligence and can further enhance the
achievement of biology students in the achieve to success.
2. To student at SMAN 2 Kisaran to further improve emotional intelligence
and academic achievement, because the emotional intelligence and
academic achievement has a positive relationship and significant impact.
61
3. The readers can enhancing more references so that the statements
regarding this research more accurately and ensure that there is a positive
relationship and ability to increase biology student achievement
in school.
4. To further researchers are expected to conduct research at other schools
to be used as a comparison in order to obtain more comprehensive results
on the relationship between emotional intelligence and biology academic
achievement of students.
62
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ii
BIOGRAPHY
Hasmi Syahputra Harahap was born in Simpang Ranto Jior,
on 21st July 1991. The dear parents are my father Salim Harahap and my mother
Siti Awan Rambe, was the second child of the child’s four. In 1996, the author
started his first educational experience in SD Negeri 116254 Ranto Jior and
graduated in 2002. In 2002, the author entered in MTs Darul Falah and graduated
in 2005. In 2005, the author continued his educational in MAS Darul Falah and
graduated in 2008. In 2008, the author was registered in Biology Bilingual
Education, Biology Department, Faculty of Mathematics and Natural Science,
the State University of Medan, and did the thesis examination on 11January 2013.
Academic experiences have been follows are field course, a national
seminar and field experience program at SMA Negeri 2 Kisaran. The author
activities in college that are related to BIOTA (Biologi Pencinta Alam) and
HMJ (Himpunan Mahasiswa Jurusan).
The final task, the author completed the thesis with a title
“The Relationship Between Emotional Intelligence and Biology Learning
Achievement Student’s in Class XI IA at SMA Negeri 2 Kisaran Academic Year
2011/2012”. The research was conducted in Mei until June, which is guided
by Dra. Meida Nugrahalia, M.Sc.
iii
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE
AND BIOLOGY LEARNING ACHIEVEMENT STUDENT’S
IN CLASS XI IA AT SMA NEGERI 2 KISARAN
ACADEMIC YEAR 2011/2012
Hasmi Syahputra Harahap (408641004)
ABSTRACTS
These research have the aims to know the relationship between emotional
intelligence and biology learning achievement student’s in class XI IA at
SMA Negeri 2 Kisaran academic year 2011/2012.
The population of this research is all students in class XI IA at
SMA Negeri 2 Kisaran with amount is 135 student. This case, the sample taken
with used total sampling is 135 student, from the entire of the population.
The research method used is descriptive correlation, using the questionnaire
it means as the collecting data in research.
Based on the data analysis result of the prerequisite test known that is
well the data of emotional intelligence and biology learning achievement that are
distributed normally and homogeneous. For technical data analysis known form
of the regression equation is Y = -14.28 + 22.67x that the regression is linear.
It can be seen of Farithmetic Ftable (-2.85 1.56), which is confidence level of
= 0.05, and significance test of regression Y on X that the value of
Farithmetic > Ftable (51.19 > 4.73). It can be concluded that the regression equation of
Y = -14.28 + 22.67x does means the confidence level of = 0.05,
so the hypothesis is accepted. From the calculated of correlation coefficient
obtained r = 0.53 and Index of determination (I) = 28 % means that there is
a positive and significant correlation between emotional intelligence and student
achievement, where the emotional intelligence factors the contribution is 28 %
to increase student achievement. The hypothesis test which is obtained
tarithmetic > ttable (7.21 > 1.96), so that the hypothesis testing of Ho is rejected while
of Ha is accepted.
Based on the explanation above, it can be concluded that there is
relationship between emotional intelligence and biology learning achievement
student’s in class XI IA at SMA Negeri 2 Kisaran academic year 2011/2012.
Keywords: Emotional Intelligence (EI), Biology Learning Achievement of
Student’s (BLAS), Questionnaire of Emotional Intelligence.
iv
ACKNOWLEDGEMENT
Alhamdulillahirabbilalamin . . .
All the praise and gratitude the author prayed to the Almighty God
ALLAH SWT who has given the ability, health and safety, so that the author is
able to finish this thesis. The affection is given to the author, it can be follow the
lectures and completed the study according to the planned time, with a title:
“The Relationship Between Emotional Intelligence and Biology Learning
Achievement Student’s in Class XI IA at SMA Negeri 2 Kisaran
Academic Year 2011/2012”. This thesis is structured to fulfill one of the
requirement for the degree of Sarjana Pendidikan in Biology Department, Faculty
of Mathematics and Natural Science, the State University of Medan (UNIMED).
The author wish big express thank’s to Dra. Meida Nugrahalia, M.Sc.
as the thesis supervisor which has provided guidance and suggestions to the
author from the beginning to the end of writing this thesis. Thank’s also goes to
Mr. Syarifuddin, M.Sc, Ph.D., and Mr. Dr. rer. nat. Binari Manurung, M.Si., and
also Mrs. Dr. Hj. Fauziyah Harahap, M.Si., as the examiner lecturers who have
provided input and suggestions from the research plan until the completion
finished of the writing this thesis.
A big thank’s also goes to Mr. Drs. H. Tri Harsono, M.Si. as the
chairman of the Biology Department, that always guide me to get every
achievements, without his guidance, the author will become nothing. And also
give thank’s to Mrs. Dr. Hj. Fauziyah Harahap, M.Si., as the academic supervisor
and to Mr. Prof. Dr. Herbert Sipahutar, M.Si., M.Sc., as the coordinator of
Bilingual Program, and all the lecturers and staff personnel department of biology
in Faculty of Mathematics and Natural Science UNIMED who have helped to the
author.
Thank’s are also extended to Mr. Drs. Abdul Mufti, M.M., as the head of
school at SMAN 2 Kisaran which is helped author and provide convenience when
carrying out research. As well as all students in class XI IA SMAN 2 Kisaran.
v
Especially of the author give thank’s to dear parents, my father
Salim Harahap and my mother Siti Awan Rambe, that has been educating and
raising the author, and always pray for author to remain in the shadow of
ALLAH SWT, if the author had difficulties in lectures and preparation of this
thesis only to him for advice, and their pray to the author can remain
in completing this thesis. Author dedicate this thesis specifically for beloved
parents who never stopped encouraging and proved to be great in terms of the
material, spiritual and motivational advice for author, it can be complete a study
at UNIMED, and also especially give thank’s to my brother Herman Chandra
Harahap and my younger brother Hendri Tauhid Harahap and also Hasrul Susanto
Harahap who have help me during in life, so the author can complete a study
at UNIMED.
Not forgetting also say of the author would love to my friends
in biologist who always encouraging and supporting to me during the lecture
at UNIMED, and to dear friends in class Biology Bilingual Education 2008, who
have provided supporting and motivating to reach achieve success in the struggle
to the author. And also to sincerest gratitude for BIOTA (Biologi Pencinta Alam)
and HMJ (Himpunan Mahasiswa Jurusan), the organizations that have built
my character to be more survive and competitive in life.
The author has tried to finish as much as possible in this thesis, but the
author is aware there are still many weaknesses in terms of both content and
grammar, to the author welcome any suggestions and constructive criticism from
the readers for this thesis so that perfectly. The author also recognize that without
the help of the various parties, it’s not be resolved this thesis. The finally, author
hope that this thesis can provide inspiration and information to the readers,
to increase the knowledge and enrich the educational revolution.
Walhamdulillahirabbilalamin . . .