Please use this identifier to cite or link to this item: https://repositori.uma.ac.id/handle/123456789/20429
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dc.contributor.advisorIstiana-
dc.contributor.advisorLubis, Rahmi-
dc.contributor.authorHayati, Syafdina Ismie-
dc.date.accessioned2023-07-24T03:41:11Z-
dc.date.available2023-07-24T03:41:11Z-
dc.date.issued2014-05-30-
dc.identifier.urihttps://repositori.uma.ac.id/handle/123456789/20429-
dc.description75 Halamanen_US
dc.description.abstractTujuan penelitian ini untuk mengetahui hubungan kecerdasan emosional dengan stres dalam menghadapi evaluasi belajar pada siswa di sekolah bertaraf intemasional AI-Azhar Medan.Goleman (2001) mengatakan bahwa kecerdasan emosional adalah pengendalian diri, semangat dan ketekunan, serta mampu untuk memotivasi diri sendiri, bertahan menghadapi frustasi, dapat mengendalikan emosi dan menjaga agar beban stres tidak melumpuhkan kemampuan berfikir dan berempati.Sarwono (2007), stres dalam menghadapi evaiuasi belajar, kondisi emosi siswa yang tidak stabil dan cenderung sensitif terhadap semua hal yang berkaitan dengan pribadinya lebih rentan terkena stres, tingkat stres remaja dapat diminimalkan dengim interaksi oleh keluarga dan lingkungan sekolah. Hipotesa yang diajukan adalah ada hubungan negative antarn kecerdasan emosionaJ dengan stres menghadapi evaluasi belajar.Subjek penelitian adalah siswa-siswi SMA AI-Azhar Medan yang berjumlah 40 orang.Teknik pengambilan sampel adalah Random Sampling. Hasil penelitian yang diperoleh adalah terdapat hubungan negatif yang signifikan antara kecerdasan emosional dengan stres menghadapi evaluasi belajar.Hasil ini dibuktikan dengan koefisien koreJasi rxy= - 0,497; p < 0,050. Dengan demikian hipotesis yang teJah diajukan daJam penelitian ini, dinyatakan diterima.Kecerdasan emosional yang dialami individu terhadap stres menghadapi evaluasi belajar adalah sebesar 24, 7%. Berdasarkan hasil penelitian ini maka dapat diketahui bahwa masih terdapat 75,3% pengaruh darifaktor lain terhadap stres menghadapi valuasi belajar. Stres menghadapi evaluasi belajar yang dialami subjek penelitian ini, yakni iswa-siswi SMA AJ-Azhar Medan haJ ini tergoJong sedang karena mean empirik sama dengan mean hipotetik, mean empirik Iebih kecil atau lebih besar dari mean hipotetik tetapi selisih esaran mean hipotetik dan mean empirik tidak lebih besar dari SD. Selanjutnya diketahui bahwa ecerdasan emosional tergolong sedang sebab selisih besaran antara mean hipotetik dan mean mpirik tidak lebih besar dad bilangan satu SB atau SD. The purpose of this study was to determine the relationship between emotional intelligence and stress in dealing with the evaluation of learning in students at the international standard AI-Azhar school Medan. Goleman (2001) says that emotional intelligence is self-control, spirit and perseverance, and able to motivate yourself, survive the face frustration, can control emotions and keep the burden of stress from paralyzing ability to think and empathize. Sarwono (2007), stress in dealing with learning evaluations, emotional condition of students who are unstable and tend to be sensitive to all matters related with his personality being more susceptible to stress, the stress level of adolescents can be minimized interaction between the family and the school environment. The hypothesis put forward is that there is a negative relationship between emotional intelligence with the stress of facing a learning evaluation. The research subjects were high school students of AI-Azhar Medan, totaling 40 people. The sampling technique is random sampling. The research results obtained were that there was a significant negative relationship between emotional intelligence with the stress of facing learning evaluation. These results are evidenced by correlation coefficient rxy= - 0.497; p < 0.050. Thus the hypothesis that has been proposed in this study, declared accepted. Emotional intelligence experienced by individuals against stress facing learning evaluation is equal to 24, 7%. Based on the results of this study it can be It is known that there is still 75.3% influence from other factors on facing stress learning valuation. The stress of facing the learning evaluation experienced by the subject of this study, namely students of SMA AJ-Azhar Medan HAJ are moderately classified because the empirical mean is the same hypothetical mean, empirical mean smaller or larger than hypothetical mean but difference the hypothetical mean and empirical mean are not greater than SD. It is further known that Emotional intelligence is classified as moderate because of the difference in magnitude between the hypothetical mean and the mean empirically not greater than one SB or SD number.en_US
dc.language.isoiden_US
dc.publisherUniversitas Medan Areaen_US
dc.relation.ispartofseriesNPM;088600048-
dc.subjectkecerdasan emosionalen_US
dc.subjectstres menghadapi evaluasi belajaren_US
dc.subjectemotional intelligenceen_US
dc.subjectthe stress of facing a learning evaluationen_US
dc.titleHubungan Kecerdasan Emosional dengan Stres dalam Menghadapi Evaluasi Belajar pada Siswa di Sekolah Bertaraf Internasional Al-Azhar Medanen_US
dc.title.alternativeThe Relationship between Emotional Intelligence and Stress in Facing Learning Evaluations in Students at the Al-Azhar International School in Medanen_US
dc.typeSkripsi Sarjanaen_US
Appears in Collections:SP - Psychology

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