A Comparative Study of Emotional Intelligence and Learning Outcomes of Full-Day and Boarding School Students
Abstract
This study aimed to determine the difference in emotional intelligence and Islamic religious education learning outcomes of full-day and boarding school seventh-grade students at Diponegoro Junior High School, Depok, Yogyakarta, in the 2022/2023 academic year. A quantitative approach with ex post facto design (causal-comparative) was employed. The population was all seventh-grade students, namely 180 students. 32 full-day and 32 boarding school students were selected as samples using a purposive sampling technique for their low Islamic Religious Education learning outcomes. Data were collected through the distribution of questionnaires and the administration of tests. These data were then analyzed using hypothesis testing with independent sample t-tests and Mann-Whitney tests. The results showed that first, there is a difference in the emotional intelligence of full-day and boarding school students, as evidenced by the p-value of 0.036 <00.5, which is shown from the average value of emotional intelligence of full-day school students of 77.469 while boarding school students of 81.938. Second, there is a difference in Islamic religious education learning outcomes of full-day and boarding school students, as evidenced by the p-value of 0.001 <0.05, which is indicated by the average value of Islamic religious education learning outcomes of full-day school students of 77.813, while boarding school students of 90.000. This study contributes to developing a scientific theory about the difference in emotional intelligence and learning outcomes of full-day and boarding school students. Particularly for low-achiever students, a boarding school environment with good management and learning quality might better influence their emotional intelligence and learning outcomes.
References
Avissena, R., & Ayriza, Y. (2019). The Effects of Social Media Use on Adolescents’ Social Anxiety. 441–444. https://doi.org/10.2991/iccie-18.2019.77
Fitria, N. H. (2019). Studi Komparasi Kecerdasan Emosional Antara Siswa Bording School Dengan Siswa Non Boarding School di Kelas VII MTS Negeri 1 Pati. Skripsi Strata Satu Pendidikan Agama Islam, Kudus: IAIN Kudus.
Hajar, H.i. et al. (2022). Efektivitas Pembelajaran Menggunakan Sistem Boarding School Terhadap Hasil Belajar pada Mata Pelajaran Tekhnologi Informasi dan Komunikasi di SMP Hidayatullah Bengkulu. Journal Computer and Informatics, 3(3), 36-42.
Indriyenni, I. (2017). Total Quality Management in Islamic Education Institution. Ta’dib, 20 (2), 56. https://doi.org/10.31958/jt.v20i1.753
Ilmi, N. (2016). Hubungan Antara Aktivitas Belajar Siswa dan Hasil Belajar pada Mata Pelajaran Kimia Kelas X SMA Negeri 5 Pontianak. Jurnal Ilmiah Ar-Razi, 6(1).
Iryasa, K. (2018). Perbandingan Prestasi Belajar Siswa Sistem Full Day School dengan Sistem Reguler pada Mata Pelajaran IPA. Jurnal Nalar Pendidikan, 6(2).
Kadeni, K. (2014). Pentingnya Kecerdasan Emosional dalam Pembelajaran. EQUILIBRIUM : Jurnal Ilmiah Ekonomi dan Pembelajarannya, 2(1). https://doi.org/10.25273/equilibrium.v2i1.601
Maia, N. K. (2022). Perbandingan Antara Siswa Boarding School dengan Siswa Non Boarding School Terhadap Kecerdasan Emosional dalam Pendidikan Islam Kelas XI I MAN 1 Jepara, Skripsi Strata Satu Pendidikan Agama Islam, Jepara: Universitas Islam Nahdatul Ulama.
Manaf, A. (2022). Rekonstruksi Pendidikan Boarding School di Indonesia. Ad-Da’wah,
Marlina, M. (2022). Hubungan Antara Motivasi Belajar, Efikasi Diri, Kecerdasan Emosional dengan Hasil Belajar Siswa Mata Pelajaran PAI Melalui Pembelajaran Aktif. Ta’dib, 11(1), 75. https://doi.org/10.54604/tdb.v11i1.46
Maulana,M. A. et al. (2020). Peran Kecerdasan Emosional dalam Pembelajaran Jarak Jauh. Jurnal Advice, 2, 116.
Mukhtazar. (2020). Prosedur Penelitian Pendidikan. Absolute Media.
Nizar, M. F. (2020). Hubungan Antara Implemetasi Full Day School dan Interaksi Sosial Dengan Kecerdasan Emosional pada Siswa Kelas XI di SMA Negeri 10 Banjarmasin. Jurnal Pelayanan Bimbingan dan Konseling, 3(2), 349.
Nursyamsi et al. (2018) Kecerdasan Emosional dan Hasil Belajar Pendidikan Agama Islam pada Siswa Kelas XI Sekolah Menengah Atas. Pedagogik: Jurnal Pendidikan, 3(2), 116. https://doi.org/https://doi.org/10.56393
Sudaryono. (2016). Metode Penelitian Pendidikan. Kencana.
Supradi, B. (2020). Tranformasi Religiusitas Model Full Day School. Guepedia.
Susiana. (2019). Pengaruh Sistem Boarding School dan Kemandirian Belajar Terhadap Hasil Belajar pada Mata Pelajaran IPS Siswa Kelas VIII MTs Assalam Bangilan Tahun Ajaran 2018/2019. Skripsi Strata Satu Pendidikan Ekonomi, Bojonegoro: IKIP.
Susilowati, E. (2022). Implementasi Kurikulum Merdeka Belajar dalam Pembentukan Karakter Siswa pada Mata Pelajaran Pendidikan Agama Islam. Al-Miskawaih: Journal of Science Education, 1(1), 115-132. https://doi.org/https://doi.org/10.56436/mijose.v1i1.85
Syahri, A. (2019). Pendidikan Karakter Berbasis Sistem Islamic Boarding School (Analisis Perspektif Multidisipliner). CV. Literasi Nusantara Abadi.
