PENGARUH KECERDASAN EMOSIONAL DAN SELF-EFFICACY TERHADAP HASIL BELAJAR MATEMATIKA MAHASISWA POLITEKNIK NEGERI NUNUKAN DI DAERAH PERBATASAN
DOI: https://doi.org/10.30605/jcsw0s27
Kecerdasan Emosional, Self-efficacy, Hasil Belajar Matematika, Analisis Regresi, Pendidikan Vokasi
Abstract
Kemampuan mahasiswa dalam memahami dan menyelesaikan permasalahan matematika tidak hanya dipengaruhi oleh faktor kognitif, tetapi juga oleh faktor afektif, seperti kecerdasan emosional dan self-efficacy. Penelitian ini bertujuan untuk menganalisis pengaruh kecerdasan emosional dan self-efficacy terhadap hasil belajar matematika mahasiswa Politeknik Negeri Nunukan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain ex post facto. Sampel penelitian berjumlah 188 mahasiswa yang dipilih secara acak dari beberapa program studi yang memprogramkan mata kuliah matematika. Data dikumpulkan melalui angket kecerdasan emosional dan self-efficacy yang telah memenuhi uji validitas dan reliabilitas (Cronbach’s Alpha > 0,70), serta dokumentasi nilai akhir mata kuliah matematika sebagai indikator hasil belajar. Analisis data menggunakan regresi linier berganda setelah memenuhi uji prasyarat, meliputi uji normalitas, linearitas, multikolinearitas, dan heteroskedastisitas. Hasil penelitian menunjukkan bahwa kecerdasan emosional berpengaruh positif dan signifikan terhadap hasil belajar matematika (β = 0,35; t = 3,87; p < 0,000). Self-efficacy juga berpengaruh positif dan signifikan terhadap hasil belajar (β = 0,41; t = 4,21; p < 0,000). Secara simultan, kecerdasan emosional dan self-efficacy berpengaruh signifikan terhadap hasil belajar matematika (F(2,185) = 28,764; p < 0,000) dengan koefisien determinasi (R²) sebesar 0,416. Hal ini menunjukkan bahwa kedua variabel memberikan kontribusi sebesar 41,6% terhadap variasi hasil belajar matematika mahasiswa, sedangkan 58,4% dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini mengindikasikan bahwa penguatan aspek emosional dan keyakinan diri mahasiswa merupakan faktor penting dalam meningkatkan capaian akademik matematika di lingkungan Pendidikan Vokasi.
Downloads
References
Fong, C. J., Kim, Y. W., Davis, C. W., Hoang, T., & Kim, Y. (2021). A meta-analysis on self-efficacy and academic performance: The moderating role of student characteristics. Educational Psychology Review, 33(4), 1321–1350.
Honicke, T., & Broadbent, J. (2021). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 33, 100381.
Li, M., Pérez-González, J. C., & Sánchez-Ruiz, M. J. (2022). Emotional intelligence and academic performance: A meta-analysis. Educational Psychology Review, 34(3), 1285–1315.
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150–186.
Mestre, J. M., MacCann, C., Guil, R., & Roberts, R. D. (2021). Models of emotional intelligence and their implications for educational outcomes. Educational Psychologist, 56(3), 150–168.
Sánchez-Álvarez, N., Berrios-Martos, M. P., & Extremera, N. (2020). A meta-analysis of the relationship between emotional intelligence and academic performance in secondary education. Learning and Individual Differences, 81, 101889.
Sari, A. P., Upu, H., & Suradi. (2024). The influence of self-efficacy, emotional intelligence, learning motivation, and cognitive style on mathematics learning achievement. Formatif: Jurnal Ilmiah Pendidikan MIPA, 14(2), 120–134.
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. Educational Psychologist, 56(1), 1–15.
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2021). I believe, therefore I achieve: A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 86, 101981.
Wasni, N. Z. (2024). The effect of emotional intelligence and self-efficacy on academic achievement among university students. Edukasia: Jurnal Penelitian Pendidikan, 19(2), 210–223.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pedagogy : Jurnal Pendidikan Indonesia
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
