IMPROVING LEARNING ACHIEVEMENT THROUGH INTERPERSONAL INTELLIGENCE AND SELF-REGULATED LEARNING
DOI:
https://doi.org/10.53067/ijomral.v2i1.76Keywords:
Total Revenue, Authorized Capital and Corporate InventoriesAbstract
The material in accounting computer lessons utilizes technology to present problems to students. Thus, generating differences in student achievement based on various factors and investigating the relationship between student success and factors such as interpersonal intelligence and self-regulated learning. This study uses a survey method based on a quantitative approach. The Affordable population of this study is the eleventh-grade students in the Department of financial accounting SMKN Jakarta with 174 students. Simple random sampling is used as a sampling technique. The sample was taken randomly without certain criteria so that students with high or low achievement could be a research sample. Known results of this study's average (mean) student achievement into Category B (Good).
Furthermore, students with interpersonal intelligence and self-regulated learning are in the "low" and "high" categories. In this study, teachers as educators in schools can guide and train students 'social relationships by forming study groups regularly so that students can improve interpersonal relationships with other students, besides that students can understand each other's learning needs to form learning strategies that will produce learning goals to be achieved. The findings of this study stated that there is a positive relationship between computer accounting learning achievement of vocational school students with interpersonal intelligence and self-regulated learning
Downloads
References
Alafgani, M., & Purwandari, E. (2019). Self-efficacy, academic motivation, self-regulated learning and academic achievement. Jurnal Psikologi Pendidikan Dan Konseling: Jurnal Kajian Psikologi Pendidikan Dan Bimbingan Konseling, 5(2), 104. https://doi.org/10.26858/jppk.v5i2.10930
Fokalie, C. (2020). Pengaruh Self-Regulated Learning Dan Kecerdasan Interpersonal Terhadap Prestasi Akademik Mahasiswa Program Studi Manajemen Di Universitas Kristen Petra Surabaya. Agora, 8.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Ghufron, M. N., & Suminta, R. R. (2017). Hubungan antara kepercayaan epistemologis dengan belajar berbasis regulasi diri. Jurnal Psikologi Insight, 1(1), 40–54. https://zenodo.org/record/824610#.WYrO-ISGMdU
Hardi, F. (2021). The relationship between interpersonal and linguistic intelligence and mathematics learning achievement in high school students. 2(2), 71–75. https://doi.org/10.34007/jdm.v2i2.840
Hermita, N. (2017). Pembelajaran Berbasis Kecerdasan Jamak di SD. Deepublish.
Istapra, E., Sasongko, R. N., Kristiawan, M., Kusuma, R. G. T., & Walid, A. (2021). Interpersonal Intelligence: A Strengthening in Efforts to Improve Student Learning Achievement. Education Quarterly Reviews, 4(2). https://doi.org/10.31014/aior.1993.04.02.202
Jagad, H. K. M., & Khoirunnisa, R. N. (2018). Hubungan Antara Efikasi Diri Dengan Self Regulated Learning Pada Siswa Smpn X. Character: Jurnal Penelitian Psikologi., 5(3), 1–6.
Kharisma, D., Paduppai, D., & Djam’an, N. (2019). Pengaruh Kecerdasan Interpersonal, Regulasi Diri, Dan Kemampuan Berpikir Logis Terhadap Prestasi Belajar Matematika Siswa Kelas Xii Sma Negeri 2 Sengkang. Jurnal Nalar Pendidikan, 7(1), 21–27. http://ojs.unm.ac.id/nalar/article/view/9390
Magfirah, N., & Thahir, R. (2021). Peranan Self Efficacy dan Self Regulated Learning Terhadap Prestasi Akademik Mahasiswa ( The Role of Self Efficacy and Self Regulated Learning on Student Academic Achievement ). Ilmiah Pendidikan Biologi, 7, 63–70.
Mulbar, U., Arwadi, F., & Assagaf, S. F. (2019). The Influences of Intrapersonal Intelligence and Interpersonal Intelligence towards Students’ Mathematics Learning Outcomes. 227(Icamr 2018), 219–221. https://doi.org/10.2991/icamr-18.2019.54
Musyaffi, A. M. (2020). Perspektif Kritis Kesuksesan Implementasi Cloud Accounting Bagi Calon Akuntan: Kajian Model UTAUT & IS Succes Model. Substansi: Sumber Artikel Akuntansi Auditing Dan Keuangan Vokasi, 4(1), 17–38. https://doi.org/10.35837/subs.v4i1.810
Oktaviastuti, B., Nurmalasari, R., & Wena, M. (2019). Prosiding Peran Vocational Attitude dan Technical Skill Bagi Siswa SMK Prosiding. November, 260–266.
Okwuduba, E. N., Nwosu, K. C., Okigbo, E. C., Samuel, N. N., & Achugbu, C. (2021). Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon, 7(3), e06611. https://doi.org/10.1016/j.heliyon.2021.e06611
OZ, E. (2021). The Effect Self-Regulated Learning on Students’ Academic Achievement: A Meta-Analysis. International Online Journal of Educational Sciences, 13(5), 1409–1429. http://10.0.59.241/iojes.2021.05.008%0Ahttps://libproxy.albany.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=153946948&site=ehost-live
Risan, R. (2017). Pengaruh Motivasi Belajar dan Kecerdasan Interpersonal Terhadap Prestasi Belajar IPS SMP Negeri di Kecamatan Cilandak Jakarta Selatan. Hikmah: Journal of Islamic Studies, 13(1), 161. https://doi.org/10.47466/hikmah.v13i1.86
Rosyadi, A., Warneri, & Okianna. (2018). Kesulitan Belajar Myob Accounting Pada Siswa. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 1–9.
Saputra, W. N. E., Handaka, I. B., & Sari, D. K. (2019). Self-Regulated Learning Siswa SMK Muhammadiyah di Kota Yogyakarta: Kedua Orang Tua Berpengaruhkan? Jurnal Pendidikan (Teori Dan Praktik), 4(1), 7. https://doi.org/10.26740/jp.v4n1.p7-11
Savitri, I. M. (2019). Montessori for Multiple Intelligences. Bentang Pustaka.
Siyoto, S., & Sodik, M. A. (2015). DASAR METODOLOGI PENELITIAN. Literasi Media Publishing.
Sumargo, B. (2020). TEKNIK SAMPLING. UNJ PRESS.
Syasmita, I., Setiawan, D., & Saragi, D. (2019). The Influence of Ethno Pedagogy Approach and Interpersonal Intelligence on the Results of Civic Education Learning in Pelangi Elementary school Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(4), 603–615. https://doi.org/10.33258/birle.v2i4.652
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers and Education, 158(July), 104000. https://doi.org/10.1016/j.compedu.2020.104000
Walid, A., & Hadiwinarto, H. (2021). Assessment Instruments of Learning Motivation and Science Learning Outcomes of Class V Elementary School Students. ISEJ: Indonesian Science Education Journal, 2(1), 17–26. https://www.siducat.org/index.php/isej/article/view/156
Wijaya, H., Arismunandar, & Gani, H. A. (2021). Pembelajaran Think Pair Share Berbasis Pendidikan Karakter. Sekolah Tinggi Theologia Jaffray.
Zhoc, K. C. H., Chung, T. S. H., & King, R. B. (2018). Emotional intelligence (EI) and self-directed learning: Examining their relation and contribution to better student learning outcomes in higher education. British Educational Research Journal, 44(6), 982–1004. https://doi.org/10.1002/berj.3472
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retno Purwitasari, Mardi, Ayatulloh Michael Musyaffi

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