ANALYSIS OF THE ROLE OF EMOTIONAL INTELLIGENCE INCREASING LEARNING MOTIVATION CRITICAL PEDAGOGIC PERSPECTIVE

Khafifatul Fian; Moh. Roqib

doi:10.61397/jkpp.v2i3.376

Authors

Khafifatul Fian UIN Saizu Purwokerto
Moh. Roqib UIN Saizu Purwokerto

DOI:

https://doi.org/10.61397/jkpp.v2i3.376

Keywords:

Emotional Intelligence, Learning Motivation, Daniel Goleman

Abstract

This paper aims to analyse the role of emotional intelligence in enhancing students' learning motivation from Daniel Goleman's perspective. The method used by the author is a literature review, collecting data from primary sources, particularly the book "Emotional Intelligence: Why It Can Matter More Than IQ" by Daniel Goleman. This is supplemented with findings from previous research relevant to the studied topic. After data collection, a selection process is conducted, followed by a conclusion. The data is then analysed descriptively and further examined through content analysis. The study results reveal that, as explained by Goleman, emotional intelligence refers to the ability to monitor and manage oneself and others regarding emotions, feelings, and behaviours. Students with good emotional intelligence tend to have higher learning motivation. Emotional intelligence plays a role in learning motivation by enhancing stress management, fostering perseverance, building self-awareness, encouraging a positive attitude toward learning, and improving the ability to cope with failure.

Downloads

Download data is not yet available.

References

Abdullah, A. H., Kadir, S. D., & Ismail, F. (2024). Integration of Technology in Islamic Education Learning: A New Paradigm of Learning Management. PLEASE (Proceedings of Law, Education, and Socio-Economic Studies), 1(1), Article 1.

Abulhul, Z. (2021). Teaching Strategies for Enhancing Student’s Learning. Journal of Practical Studies in Education, 2(3), Article 3. https://doi.org/10.46809/jpse.v2i3.22

Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American International Journal of Social Science Research, 5(1), 1–15. https://doi.org/10.46281/aijssr.v5i1.462

Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), Article 9s.

Asrori, A. (2024). 7 Kebiasaan Orang dengan Kecerdasan Emosional Tinggi, Salah Satunya Adalah Kesadaran Diri. https://www.jawapos.com/lifestyle/014537366/7-kebiasaan-orang-dengan-kecerdasan-emosional-tinggi-salah-satunya-adalah-kesadaran-diri

Budianto, A. A. (2024). Metode Penelitian Kuantitatif & Kualitatif dalam Bimbingan dan Konseling. Library. https://book.altinriset.com/library/index.php/catalogue/preprint/view/1

Djazilan, M. S., & Hariani, M. (2022). Implementation of E-Learning-Based Islamic Religious Education. Bulletin of Science, Technology and Society, 1(2), Article 2.

Emmons, R. A. (2000). Is Spirituality an Intelligence? Motivation, Cognition, and the Psychology of Ultimate Concern. The International Journal for the Psychology of Religion, 10(1), 3–26. https://doi.org/10.1207/S15327582IJPR1001_2

Ermawati, N. (2023). Rendahnya Motivasi Belajar Siswa pada Mata Pelajaran PAI. https://www.kompasiana.com/niaermawati9272/64776e0b4addee3f5107e692/rendahnya-motivasi-belajar-siswa-pada-mata-pelajaran-pai

Faudillah, A. N., Putri, H. A., Munthe, A. F., & Ramdhani, A. S. (2024). Peran Guru Dalam Mengembangkan Kecerdasan Emosional Pada Anak. Jurnal Pendidikan dan Riset, 2(1), 13–18.

Fauzi, Moh. F., & Anindiati, I. (2021). Improving the Motivation of Students in Arabic Language Learning through Learning Management System. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 4(3), 257–274. https://doi.org/10.22219/jiz.v4i3.19110

King, D. B., Mara, C. A., York University, DeCicco, T. L., & Trent University. (2012). Connecting the Spiritual and Emotional Intelligences: Confirming an Intelligence Criterion and Assessing the Role of Empathy. International Journal of Transpersonal Studies, 31(1), 11–20. https://doi.org/10.24972/ijts.2012.31.1.11

LeDoux, J. (1996). Chapter 26 Emotional networks and motor control: A fearful view. Dalam G. Holstege, R. Bandler, & C. B. Saper (Ed.), Progress in Brain Research (Vol. 107, hlm. 437–446). Elsevier. https://doi.org/10.1016/S0079-6123(08)61880-4

Lu, S., Huang, C.-C., Cheung, S. P., Rios, J. A., & Chen, Y. (2021). Mindfulness and social-emotional skills in Latino pre-adolescents in the U.S.: The mediating role of executive function. Health & Social Care in the Community, 29(4), 1010–1018. https://doi.org/10.1111/hsc.13135

McGaugh, J. L. (2004). THE AMYGDALA MODULATES THE CONSOLIDATION OF MEMORIES OF EMOTIONALLY AROUSING EXPERIENCES. Annual Review of Neuroscience, 27(Volume 27, 2004), 1–28. https://doi.org/10.1146/annurev.neuro.27.070203.144157

Mutyati, M., Astuti, M., Kartika, A. D., Dwitasari, B. D., Rahmadanti, A., Dewi, A. S., & Ibrahim, I. (2023). Pentingnya Pemahaman Emosi Dalam Proses Pembelajaran di MI Al-Masrhi Pangkalan Balai-Banyuasin. Indo-MathEdu Intellectuals Journal, 4(2), 1198–1208. https://doi.org/10.54373/imeij.v4i2.340

Prado, E. L., Sebayang, S. K., Adawiyah, S. R., Alcock, K. J., Ullman, M. T., Muadz, H., & Shankar, A. H. (2021). Maternal depression is the predominant persistent risk for child cognitive and social-emotional problems from early childhood to pre-adolescence: A longitudinal cohort study. Social Science & Medicine, 289, 114396. https://doi.org/10.1016/j.socscimed.2021.114396

Putra, D. A., & Anwar, U. (2023). THE INFLUENCE OF EMOTIONAL INTELLIGENCE AND SPIRITUAL INTELLIGENCE ON AGGRESSIVE BEHAVIOR AMONG PRISONERS IN CLASS IIA CORRECTIONAL INSTITUTIONS PURWOKERTO. Jurnal Kajian Pendidikan Dan Psikologi, 1(2), Article 2. https://doi.org/10.61397/jkpp.v1i2.63

Sajadian, M., Younesi, S. J., Jafari, P., Azkhosh, M., Yarandi, R. B., & Kordbagheri, M. (2024). Shame, fear of compassion, self-criticism, and self-reassurance mediate the effect of early life events on emotional disorders among male prisoners: A structural equation modeling analysis. Acta Psychologica, 242, 104116. https://doi.org/10.1016/j.actpsy.2023.104116

Shahid, S., Paul, J., Gilal, F. G., & Ansari, S. (2022). The role of sensory marketing and brand experience in building emotional attachment and brand loyalty in luxury retail stores. Psychology & Marketing, 39(7), 1398–1412. https://doi.org/10.1002/mar.21661

Skinner, A. T., De Luca, L., Nocentini, A., & Menesini, E. (2023). Co-development of internalizing symptoms and regulatory emotional self-efficacy in adolescence: Time-varying effects of COVID-19-related stress and social support. International Journal of Behavioral Development, 47(5), 433–443. https://doi.org/10.1177/01650254231189743

Verrastro, V., Ritella, G., Saladino, V., Pistella, J., Baiocco, R., & Fontanesi, L. (2020). Personal and Family Correlates to Happiness amongst Italian Children and Pre-Adolescents. International Journal of Emotional Education, 12(1), 48–64.

Volungis, A. M., Kalpidou, M., Popores, C., & Joyce, M. (2020). Smartphone Addiction and Its Relationship with Indices of Social-Emotional Distress and Personality. International Journal of Mental Health and Addiction, 18(5), 1209–1225. https://doi.org/10.1007/s11469-019-00119-9

Wahab, M. Ab. (2022). Islamic Spiritual and Emotional Intelligence and Its Relationship to Eternal Happiness: A Conceptual Paper. Journal of Religion and Health, 61(6), 4783–4806. https://doi.org/10.1007/s10943-021-01485-2