Interest, Emotional Intelligence, and Intellectual Intelligence on PJOK Learning Achievement in Middle School Students

Arifuddin Usman 1 Indonesia , Juharti Anggreni 1 Indonesia , Muh. Adnan Hudain 1 Indonesia , Bustang Bustang 1 Indonesia , Suriah Hanafi 1 Indonesia
1 Pendidikan Jasmani dan Olahraga, Universitas Negeri Makassar
Link Copied!
Published 2024-06-27
Vol. 3 No. 3 (2024) PAGES 118-127
DOI 10.51574/ijrer.v3i3.1867
Views / Downloads 499 247

This research objective is to determine the relationship between interest in learning, emotional intelligence, and intellectual intelligence and the PJOK learning achievement of class IX students at Public Middle School 1 Keera. The sample consisted of 54 students selected through random sampling. The research's dependent variable is the PJOK learning achievement. The independent variables include interest in learning, emotional intelligence, and intellectual intelligence. The study employed a descriptive research method. We analyzed the research data using correlational techniques, maintaining a significance level of 95%. The results of the research show that: 1) There is a relationship between interest in learning and PJOK learning achievement with a correlation value (r) of 0.838, which is in the quite strong category with a contribution of 72.2%. 2) There is a relationship between emotional intelligence and PJOK learning achievement with a correlation value (r) of 0.788, which is in the quite strong category with a contribution of 62.1%. 3) For class IX students at Public Middle School 1 Keera, there is a correlation between intellectual intelligence and PJOK learning achievement. The correlation value (r) is 0.800, which is pretty strong and works out to 64.0%. 4) The PJOK learning achievement of class IX students at Public Middle School 1 Keera reveals a significant relationship between interest in learning, emotional intelligence, and intellectual intelligence, with a correlation value (r) of 0.893, indicating a strong contribution of 79.7%.

Usman, A., Anggreni, J., Hudain, M. A., Bustang, B., & Hanafi, S. (2024). Interest, Emotional Intelligence, and Intellectual Intelligence on PJOK Learning Achievement in Middle School Students. ETDC: Indonesian Journal of Research and Educational Review , 3(3), 118–127. https://doi.org/10.51574/ijrer.v3i3.1867
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Ahmad Baaqeel, N. (2020). Improving student motivation and attitudes in learning English as a second language; literature as pleasurable reading: applying Garner's theory of multiple intelligences and Krashen's filter hypothesis. AWEJ for Translation & Literary Studies, 4(1).
  2. Amirzan, A., Jafaruddin, J., & Zikri, A. (2023). Pengaruh Minat Olahraga Terhadap Hasil Belajar Pjok Pada Siswa Kelas XI MAN 6 Pidie. Education Enthusiast: Jurnal Pendidikan dan Keguruan, 3(4), 238-248.
  3. Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in human behavior, 102, 67-86.
  4. Al-Qadri, A. H., & Zhao, W. (2021). Emotional intelligence and students’ academic achievement. Problems of Education in the 21st Century, 79(3), 360.
  5. Ardian, A., Purwanto, S., & Alfarisi, D. S. (2019). Hubungan prestasi belajar siswa kelas khusus olahraga dengan kecerdasan emosional. Jurnal Keolahragaan, 7(2), 126-134.
  6. Aubret, A., Matignon, L., & Hassas, S. (2023). An information-theoretic perspective on intrinsic motivation in reinforcement learning: A survey. Entropy, 25(2), 327.
  7. Bahar, C., Pratama, E. Y., & Marselino, D. (2022). Hubungan Minat Olahraga Terhadap Hasil Belajar Siswa Kelas VII Di SMPN 23 Kerinci Pada Mata Pelajaran Penjaskes. JPIn: Jurnal Pendidik Indonesia, 5(2), 445-468.
  8. Ghaznavi, N., Haddad Narafshan, M., & Tajadini, M. (2021). The Implementation of a Multiple Intelligences Teaching Approach: Classroom engagement and physically disabled learners. Cogent Psychology, 8(1), 1880258.
  9. Hakim, H., & Awaluddin, A. (2024). Efforts To Increase Students' Learning Motivation Through Ice Breaking In Pjok Learning. SHOOTING: Journal of Sport, Health, and Education, 2(1), 15-20.
  10. Harefa, D., Sarumaha, M., Telaumbanua, K., Telaumbanua, T., Laia, B., & Hulu, F. (2023). Relationship student learning interest to the learning outcomes of natural sciences. International Journal of Educational Research & Social Sciences, 4(2), 240-246.
  11. Hasmara, P. S. (2022). Hubungan emotional quotient (eq) dengan hasil belajar PJOK siswa kelas atas SDN Bakalan Gondang Mojokerto. Corner: Jurnal Pendidikan Jasmani dan Olahraga, 2(2), 34-43.
  12. Hong, J. C., Hsiao, H. S., Chen, P. H., Lu, C. C., Tai, K. H., & Tsai, C. R. (2021). Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning. Computers & Education, 166, 104172.
  13. Ilmiyah, N. H., & Sumbawati, M. S. (2019). Pengaruh media Kahoot dan motivasi belajar terhadap hasil belajar siswa. JIEET (Journal of Information Engineering and Educational Technology), 3(1), 46-50.
  14. Kärchner, H., Schöne, C., & Schwinger, M. (2021). Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement. Social Psychology of Education, 24(2), 319-341.
  15. Kucharska, W., & Bedford, D. A. (2020). Love your mistakes!—they help you adapt to change. How do knowledge, collaboration and learning cultures foster organizational intelligence?. Journal of Organizational Change Management, 33(7), 1329-1354.
  16. Lestari, I. (2015). Pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika. Formatif: jurnal ilmiah pendidikan MIPA, 3(2).
  17. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (Fourth). San Francisco, CA: ohn Wiley & Sons.
  18. Moleong, L. (2010). Metode Penelitian. Jakarta: Rineka Cipta, 25.
  19. Quinlan, K. M., & Renninger, K. A. (2022). Rethinking employability: how students build on interest in a subject to plan a career. Higher Education, 84(4), 863-883.
  20. Rakhman, F., Surur, M., Ramli, A., Noviyanti, A., & Sarumaha, Y. A. (2023). Education Management Based On Multiple Intelligence For Developing The Potential Of Students. Mudir: Jurnal Manajemen Pendidikan, 5(1), 112-117.
  21. Reardon, M., & Derner, S. (2023). Strategies for great teaching: Maximize learning moments. Routledge.
  22. Sulistiya, F. (2016). Pengaruh Tingkat (IQ) Dan (EQ) Terhadap Prestasi Belajar Penjasorkes Siswa Di Smpn 15 Yogyakarta. Pendidikan Jasmani Kesehatan dan Rekreasi, 5(7).
  23. Svenningsson, J., Höst, G., Hultén, M., & Hallström, J. (2022). Students’ attitudes toward technology: exploring the relationship among affective, cognitive and behavioral components of the attitude construct. International Journal of Technology and Design Education, 32(3), 1531-1551.
  24. Widiatma, A. A., Hasmyati., & Asran. (2022). Student Motivation in Learning PJOK: A Study on Lower Passing Volleyball. ETDC: Indonesian Journal of Research and Educational Review, 1(4), 479-488.
  25. Zhoc, K. C., King, R. B., Chung, T. S., & Chen, J. (2020). Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education. European Journal of Psychology of Education, 35(4), 839-863.

Copyright (c) 2024 ETDC: Indonesian Journal of Research and Educational Review

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Most read articles by the same author(s)

1 2 3 4 5 > >> 

Similar Articles

<< < 3 4 5 6 7 8 9 10 11 12 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Emotional Intelligence Intellectual Intelligence Interest Learning Achievement PJOK