The effect of Learning Method and Adversity Intelligence on Student Learning Outcomes

  • Nur Hidayat Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten,  Indonesia
  • Yayat Ruhiyat Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten,  Indonesia
  • Nurul Anriani Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten,  Indonesia
DOI: https://doi.org/10.51169/ideguru.v9i3.971

Abstrak

Hasil belajar merupakan unsur mendasar dalam pendidikan yang membentuk arah pengalaman belajar dan memberikan jalan konkrit bagi keberhasilan akademik. Penelitian ini bertujuan untuk mengetahui pengaruh adversity intelligence  dan pendekatan pembelajaran terhadap hasil belajar siswa. Penelitian ini menggunakan desain faktorial yaitu desain faktorial 2 x 2. Populasi sasaran dan sampel penelitian ini terdiri dari siswa Kelas XI yang terdaftar di SMKN 1 Keramatwatu pada tahun ajaran 2023/2024. Sampel penelitian berjumlah seratus siswa kelas XI yang dipilih dari jumlah populasi dua ratus orang. Penelitian ini  menggunakan prosedur pengambilan sampel secara acak untuk mencapai ukuran sampel yang sesuai untuk penyelidikan mereka. Temuan penelitian menunjukkan bahwa terdapat disparitas yang mencolok dalam dampak metode pembelajaran terhadap hasil belajar siswa (F = 7,911 dan nilai Sig. = 0,005 < 0,05). Selain itu, terdapat variasi pengaruh adversity intelligence  terhadap hasil belajar siswa yang signifikan (F = 7,922 dan nilai Sig. = 0,001 < 0,05). Selanjutnya terdapat pengaruh interaksi yang signifikan antara metode pembelajaran dan adversity intelligence  terhadap hasil belajar siswa. Studi ini menunjukkan bahwa pendidik memiliki kapasitas untuk menggunakan berbagai metodologi pengajaran yang efektif untuk meningkatkan kinerja hasil belajar siswa. Selain itu, pendidik mempunyai kapasitas untuk mengevaluasi ketahanan dan adaptasi siswa baik dalam lingkungan akademik maupun non-akademik.

Kata Kunci: Hasil belajar, kecerdasan adversity, metode pembelajaran

Data Unduhan PDF

Data unduhan belum tersedia.
Diterbitkan
2024-05-01
Bagaimana cara mengutip:
Hidayat, N., Ruhiyat, Y., & Anriani, N. (2024). The effect of Learning Method and Adversity Intelligence on Student Learning Outcomes. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1187-1193. https://doi.org/10.51169/ideguru.v9i3.971
Terbitan
Vol 9 No 3 (2024): Edisi September 2024
Bagian
Artikel Penelitian

Copyright (c) 2024 Nur Hidayat, Yayat Ruhiyat, Nurul Anriani

Creative Commons License

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

Abstrak viewed: 219 times
PDF (English) downloaded: 141 times

Referensi

Ainun, R. A., Rosidah, & Hamda. (2022). The Effect of Learning Style, Emotional Intelligence, and Adversity Quotient on the Second-grade Students’ Mathematics Learning Achievement of Islamic Senior High School. EduLine: Journal of Education and Learning Innovation, 2(2), 88–98. https://doi.org/10.35877/454ri.eduline746

Akbar, E., & Nurhidayati. (2018). Peningkatan Kinerja Melalui Servant Leadership, Disiplin Kerja Dan Kepuasan Kerja Pada Dinas Pertanian Kabupaten Demak. Jurnal Ekonomi Bisnis, 19(1), 35–48. https://doi.org/http://dx.doi.org/10.30659/ekobis.19.1.35-48

Amon, L., & Anggal, N. (2021). Strategic management in implementing the “independence of learning” policy in private Catholic colleges: SWOT analysis. Journal of Multidisciplinary Research and Explorer, 1(1), 77–84. https://doi.org/https://doie.org/10.1018/IJMRE.2021644052

Arwaty, A., & Lullulangi, M. (2022). Discovery learning model as an effort to increase student interest and learning 0utcomes. Journal of Educational Science and Technology (EST), 8(1), 54. https://doi.org/10.26858/est.v8i1.35217

Begawanita, N. (2021). The influence of learning creativity, learning independence and e-learning on student learning outcomes. SSRN Electronic Journal, 6(2). https://doi.org/http://dx.doi.org/10.2139/ssrn.3767953

Creswell, J. W. (2014). Research design : qualitative, quantitative, and mixed methods approaches (4th ed.). California: Sage Publication Inc.

De Jager, T. (2013). Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 17(1), 80–94. https://doi.org/10.1080/13603116.2011.580465

Degeng, I. N. S. (2000). Metodologi Penelitian. Malang: Pascasarjana Universitas Negeri Malang.

Faigawati, F., Safitri, M. L. O., Dwi Indriani, F., Sabrina, F., Kinanti, K., Mursid, H., & Fathurohman, A. (2023). Implementation of differentiated learning in Elementary schools. Jurnal Inspirasi Pendidikan, 13(1), 47–58. https://doi.org/10.21067/jip.v13i1.8362

Fauziyati, K. (2020). Improving science learning outcomes through the application of discovery learning learning models to grade V Students of SD Negeri Ayah. Social, Humanities, and Educational Studies (SHEs): Conference Series, 3(3), 478. https://doi.org/10.20961/shes.v3i3.45897

Hidayat, N., Ruhiyat, Y., & Anriani, N. (2023). Improving student learning outcomes through differentiated learning and adversity intelligence. PPSDP International Journal of Education, 2(2), 352–359. https://doi.org/10.59175/pijed.v2i2.135

Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11(3), 207–218. https://doi.org/10.12973/iji.2018.11315a

Magdalena, I., Kamilah, N., Rachma Lestari, D., & Lestari, B. (2021). Analisis hasil belajar siswa kelas 3 MI Al-Gaotsiyah dimasa pandemi Covid-19. Jurnal Pendidikan Dan Ilmu Sosial, 3(2), 208–216.

Marantika, J. E. R. (2022). The relationship between learning styles, gender and learning outcomes. Cypriot Journal of Educational Sciences, 17(1), 56–67. https://doi.org/https://doi.org/10.18844/cjes.v17i1.6681

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. The American Psychologist, 59(1). https://doi.org/https://doi.org/10.1037/0003-066X

Purba, E. (2015). Pengaruh strategi pembelajaran dan kecerdasan adversiti terhadap hasil belajar evaluasi hasil belajar. Jurnal Teknologi Pendidikan, 17(1).

Safi’i, A., Muttaqin, I., Sukino, Hamzah, N., Chotimah, C., Junaris, I., & Rifa’i, M. K. (2021). The effect of the adversity quotient on student performance, student learning autonomy and student achievement in the COVID-19 pandemic era: evidence from Indonesia. Heliyon, 7(12). https://doi.org/10.1016/j.heliyon.2021.e08510

Salar, R., & Turgut, U. (2021). Effect of differentiated instruction and 5E Learning cycle on academic achievement and self-efficacy of students in physics lesson. Science Education International, 32(1), 4–13. https://doi.org/10.33828/sei.v32.i1.1

Samsilayurni, S., Ismail, G., Nipriansyah, N., Susanto, E., & Viona, E. (2021). The effect of intellectual intelligence and adversity quotient on learning motivation. JPPI (Jurnal Penelitian Pendidikan Indonesia), 7(3), 400. https://doi.org/10.29210/020211181

Sitorus, P., Simanullang, E. N., Manalu, A., Laia, I. S. A., Tumanggor, R. M., & Nainggolan, J. (2022). Effect of differentiation learning strategies on student learning results. Jurnal Penelitian Pendidikan IPA, 8(6), 2654–2661. https://doi.org/10.29303/jppipa.v8i6.2114

Solfema. (2017). Adversity Intelligence as a contributing factor of tutor’s performance. European Journal of Education Studies, 3(11), 840–847. https://doi.org/10.5281/zenodo.1134472

Tiara, Ngampo, M. Y. A., & Azis, M. (2023). Pengaruh kecerdasan adversitas terhadap hasil belajar pembelajaran akuntansi pada siswa sekolah menengah atas di Kabupaten Bone. Pinisi, 3(2), 197–202.