- NAMA : DZULFIKAR ALFARUK
- NIM : 18508134013
- PRODI : TEKNIK MESIN D3
JURNAL KEPENDIDIKAN:PENELITIAN INOVASI PEMBELAJARAN, VOL 38,NO.2 ; NOVEMBER 2018
ISSN: 2580-5525 ,accredited by DIKTI ,deccre No:118/DIKTI/kep/2001 on may 9, 2001 an number 12/M/kp/II/2015 on february 11,2015.
DOI: http://dx.doi.org/10.21831/jk.v38i2.20732 ,
EMOTIONAL INTELLIGENCE LECTURERS REVIEWED FROM GENDER TYPES
ABSTRACT
The aim of the study was to identify 1) the level of emotional
quotient of the lecturers of Mathematics and Natural Sciences based
on their gender at various universities in the Province of
Yogyakarta, and 2) the differences in the emotional quotient among
the lecturers. The study was ex-post facto research. As the research
variable, emotional quotient was defined as the scores resulting
from the EQ questionnaire to include self emotion knowing, self
emotion management, self motivation, others emotion knowing, and
relationship construction. The population of the study was
designated to be the lecturers of Mathematics and Natural Sciences
at various universities in Yogyakarta Province. The sample of the
study consisted of 141 lecturers, 72 male and 69 female, taken by
purposive random sampling technique. The instrument was the
questionnaire adapted from relevant references (Ridwan Saptoto:
2002). Data were analyzed qualitatively by conversion criteria. EQ
differences were computed statistically by a t-test. Results showed
that the average score of EQ levels of male and female lecturers
were 79.6% (very high criteria) and 78.2% (high criteria). The
difference (1.4%) was not statistically significant
quotient of the lecturers of Mathematics and Natural Sciences based
on their gender at various universities in the Province of
Yogyakarta, and 2) the differences in the emotional quotient among
the lecturers. The study was ex-post facto research. As the research
variable, emotional quotient was defined as the scores resulting
from the EQ questionnaire to include self emotion knowing, self
emotion management, self motivation, others emotion knowing, and
relationship construction. The population of the study was
designated to be the lecturers of Mathematics and Natural Sciences
at various universities in Yogyakarta Province. The sample of the
study consisted of 141 lecturers, 72 male and 69 female, taken by
purposive random sampling technique. The instrument was the
questionnaire adapted from relevant references (Ridwan Saptoto:
2002). Data were analyzed qualitatively by conversion criteria. EQ
differences were computed statistically by a t-test. Results showed
that the average score of EQ levels of male and female lecturers
were 79.6% (very high criteria) and 78.2% (high criteria). The
difference (1.4%) was not statistically significant
Keywords
emotional quotient (EQ), relationship construction, self emotion knowing, , self motivation
REFERENCES
Gary Dessler. (2003). Human resource management. New Jersey:
Prentice Hall, Inc.
Goleman, Daniel. (2001). Kecerdasan emosi untuk mencapai puncak
prestasi. Terjemahan : Alex tri Kantjoro Widodo. Jakarta:
Gramedia.
Kartini Kartono. (1977). Psikologi perempuan. Bandung: Alumni.
Kendall, P. C & Hammen, C. (1984). Abnormal psichologi
understanding human problems. Boston: Houghton Mifflin
Company.
Mansour Fakih. (2001). Analisis jender dan transformasi sosial.
Yogyakarta : Pustaka Pelajar.
Muchalal. (2000). Meningkatkan pembelajaran MIPA di SMU.
Makalah Ilmiah; 14 Mei 2000. Yogyakarta
Retno Suhapti. (1995). Gender dan permasalahannya. Buletin
Psikologi, Tahun III, No. 1, 44 – 49.
Ridwan Saptoto. (2002). Hubungan kecerdasan emosi dengan coping
adaptif. Yogyakarta: Skripsi Fakultas Psikologi UGM.
Lawrence, Shapiro E. (1997). Mengajarkan emotional intelligence
pada anak. Jakarta
Tjipto Utomo dan Kees Ruijter (1994). Peningkatan dan
pengembangan pendidikan. Cetakan kelima. Jakarta:
Gramedia.
PRELIMINARY
Mathematics and Natural Sciences (MIPA) is a set of fields of science that are considered frightening to students. Substantially MIPA studies and learns concepts that are mostly abstract and difficult to imagine. Apart from the aspect of MIPA substance itself, which caused many students / students to fear MIPA lessons because one of the most MIPA teachers / lecturers was serious, fierce, and frightening in teaching. Such an attitude, appearance, and performance of a teacher / lecturer in MIPA is likely due to the substance of MIPA science that requires high seriousness to teach and instill to students. But actually, among the seriousness can be interspersed with various activities that function to attract students' attention and relax nervous tension.
Thomas's research in 1972 (Tjipto Utomo and Kees Ruijter, 1994: 185) shows that students will experience a decline in the 15th minute when an educator does not realize it. The concentration of students is decreasing and only reaches a few small ones that can be understood by them. This is if involved with MIPA learning with material about concepts and concepts that are relatively less attractive, therefore the lecturer teaches too seriously will not be effective to influence student understanding. Lecturers need to provide various variations in MIPA learning so that decreasing concentration and lowering the nerves can be revived.
Most MIPA, generally have a level of intellectual intelligence (II = intellectual intelligence) relatively high with the number of IQ (intelligence quotient).
Our brain consists of two parts, namely the right brain and the left brain. The right brain plays a role in the development of brain functions related to music, images, colors, imagination, creativity, emotions, feelings, while the left brain plays a role in the development of brain functions related to logic, words / language, mathematics, and sequence. It is generally stated that more men develop left-brain function, whereas women, on the other hand, develop right-hand brain function.women have higher emotional intelligence than men. This is because emotional intelligence is related to right brain function. Especially for male MIPA lecturers who every day wrestle with logic, reason, and rational, of course the thinking of some people will lead to their lower emotional intelligence. On the contrary, for female MIPA lecturers, even though the fields of science are the same, but of course the things related to their emotions are more prominent. However, does that mean that female MIPA lecturers all have higher EQ than men. That is what is very interesting to examine the truth.
Problems need to be limited so that there is no misperception and expansion of the problem under study. The problem is limited in terms of:
1. This study was conducted on MIPA male and female lecturers from various universities in Yogyakarta, namely Wiyata Bachelor University (UST), Yogyakarta State University (UNY), Gajah Mada University (UGM), Muhammadiyah University Yogyakarta (UMY) , Ahmad Dahlan University (UAD), National Development University (UPN), Indonesian Islamic University (UII), Sanata Dharma University (USD), Wangsa Manggala University, and State Islamic University (UIN).
2. The MIPA lecturer in question is a lecturer who teaches courses that are included in the scope of Mathematics and Natural Sciences, and do not have to work in the scope of the Faculty of Mathematics and Natural Sciences or with a MIPA education background.
3. EQ is Emotional Quotient, which is the amount of emotional intelligence (EI = Emotional Intelligence) someone. In this study using the term EQ instead of EI because it points directly to the results of the sample emotional intelligence tests using a questionnaire.
4. The aspects of emotional intelligence (EQ) studied include the ability to: (a) recognize self emotions, (b) manage self emotions, (c) motivate yourself, (d) recognize the emotions of others, and (e) foster relationships. Each aspect is elaborated in the form of statements in the questionnaire, which will be filled by the respondent as the research sample.
5. Emotional intelligence score (EQ) from male and female MIPA lecturers obtained will be seen whether there is a difference with the statistical analysis of t test (different test).
RESEARCH METHODS
The population in this study were all MIPA lecturers who came from universities in Yogyakarta Special Region namely UST, UNY, UGM, UMY, UAD, UPN, UII, USD, UIN, and UNWAMA. The sample in this study was ± 15 lecturers for each university, so the total sample of 141 lecturers consisted of 72 men and 69 women. The lecturers were from UST (16), UNY (22), UGM (14), UMY (16), UAD (16), UPN (16), UII (7), USD (16), UIN (13), and UNWAMA (15). Samples were taken by purposive random sampling, meaning sampling by considering the sex ratio of lecturers (male and female) for each university included in the population. In addition, also see the educational background of lecturers and subjects taught, namely, the field of MIPA.
Each statement has 5 choice answers, which are very appropriate (SS), appropriate (S), uncertain (TP), inappropriate (TS), and very inappropriate (STS). Positive statements are given a score of 5, 4, 3, 2, 1 and vice versa.
Prentice Hall, Inc.
Goleman, Daniel. (2001). Kecerdasan emosi untuk mencapai puncak
prestasi. Terjemahan : Alex tri Kantjoro Widodo. Jakarta:
Gramedia.
Kartini Kartono. (1977). Psikologi perempuan. Bandung: Alumni.
Kendall, P. C & Hammen, C. (1984). Abnormal psichologi
understanding human problems. Boston: Houghton Mifflin
Company.
Mansour Fakih. (2001). Analisis jender dan transformasi sosial.
Yogyakarta : Pustaka Pelajar.
Muchalal. (2000). Meningkatkan pembelajaran MIPA di SMU.
Makalah Ilmiah; 14 Mei 2000. Yogyakarta
Retno Suhapti. (1995). Gender dan permasalahannya. Buletin
Psikologi, Tahun III, No. 1, 44 – 49.
Ridwan Saptoto. (2002). Hubungan kecerdasan emosi dengan coping
adaptif. Yogyakarta: Skripsi Fakultas Psikologi UGM.
Lawrence, Shapiro E. (1997). Mengajarkan emotional intelligence
pada anak. Jakarta
Tjipto Utomo dan Kees Ruijter (1994). Peningkatan dan
pengembangan pendidikan. Cetakan kelima. Jakarta:
Gramedia.
PRELIMINARY
Mathematics and Natural Sciences (MIPA) is a set of fields of science that are considered frightening to students. Substantially MIPA studies and learns concepts that are mostly abstract and difficult to imagine. Apart from the aspect of MIPA substance itself, which caused many students / students to fear MIPA lessons because one of the most MIPA teachers / lecturers was serious, fierce, and frightening in teaching. Such an attitude, appearance, and performance of a teacher / lecturer in MIPA is likely due to the substance of MIPA science that requires high seriousness to teach and instill to students. But actually, among the seriousness can be interspersed with various activities that function to attract students' attention and relax nervous tension.
Thomas's research in 1972 (Tjipto Utomo and Kees Ruijter, 1994: 185) shows that students will experience a decline in the 15th minute when an educator does not realize it. The concentration of students is decreasing and only reaches a few small ones that can be understood by them. This is if involved with MIPA learning with material about concepts and concepts that are relatively less attractive, therefore the lecturer teaches too seriously will not be effective to influence student understanding. Lecturers need to provide various variations in MIPA learning so that decreasing concentration and lowering the nerves can be revived.
Most MIPA, generally have a level of intellectual intelligence (II = intellectual intelligence) relatively high with the number of IQ (intelligence quotient).
Our brain consists of two parts, namely the right brain and the left brain. The right brain plays a role in the development of brain functions related to music, images, colors, imagination, creativity, emotions, feelings, while the left brain plays a role in the development of brain functions related to logic, words / language, mathematics, and sequence. It is generally stated that more men develop left-brain function, whereas women, on the other hand, develop right-hand brain function.women have higher emotional intelligence than men. This is because emotional intelligence is related to right brain function. Especially for male MIPA lecturers who every day wrestle with logic, reason, and rational, of course the thinking of some people will lead to their lower emotional intelligence. On the contrary, for female MIPA lecturers, even though the fields of science are the same, but of course the things related to their emotions are more prominent. However, does that mean that female MIPA lecturers all have higher EQ than men. That is what is very interesting to examine the truth.
Problems need to be limited so that there is no misperception and expansion of the problem under study. The problem is limited in terms of:
1. This study was conducted on MIPA male and female lecturers from various universities in Yogyakarta, namely Wiyata Bachelor University (UST), Yogyakarta State University (UNY), Gajah Mada University (UGM), Muhammadiyah University Yogyakarta (UMY) , Ahmad Dahlan University (UAD), National Development University (UPN), Indonesian Islamic University (UII), Sanata Dharma University (USD), Wangsa Manggala University, and State Islamic University (UIN).
2. The MIPA lecturer in question is a lecturer who teaches courses that are included in the scope of Mathematics and Natural Sciences, and do not have to work in the scope of the Faculty of Mathematics and Natural Sciences or with a MIPA education background.
3. EQ is Emotional Quotient, which is the amount of emotional intelligence (EI = Emotional Intelligence) someone. In this study using the term EQ instead of EI because it points directly to the results of the sample emotional intelligence tests using a questionnaire.
4. The aspects of emotional intelligence (EQ) studied include the ability to: (a) recognize self emotions, (b) manage self emotions, (c) motivate yourself, (d) recognize the emotions of others, and (e) foster relationships. Each aspect is elaborated in the form of statements in the questionnaire, which will be filled by the respondent as the research sample.
5. Emotional intelligence score (EQ) from male and female MIPA lecturers obtained will be seen whether there is a difference with the statistical analysis of t test (different test).
RESEARCH METHODS
The population in this study were all MIPA lecturers who came from universities in Yogyakarta Special Region namely UST, UNY, UGM, UMY, UAD, UPN, UII, USD, UIN, and UNWAMA. The sample in this study was ± 15 lecturers for each university, so the total sample of 141 lecturers consisted of 72 men and 69 women. The lecturers were from UST (16), UNY (22), UGM (14), UMY (16), UAD (16), UPN (16), UII (7), USD (16), UIN (13), and UNWAMA (15). Samples were taken by purposive random sampling, meaning sampling by considering the sex ratio of lecturers (male and female) for each university included in the population. In addition, also see the educational background of lecturers and subjects taught, namely, the field of MIPA.
Each statement has 5 choice answers, which are very appropriate (SS), appropriate (S), uncertain (TP), inappropriate (TS), and very inappropriate (STS). Positive statements are given a score of 5, 4, 3, 2, 1 and vice versa.
| No | Aspects of Emotional Intelligence | Positive | Negative | Jumlah |
| 1 | The ability to manage one's emotions | 23, 41, 47, 52, 54, 60 | 6, 17, 37, 38, 42, 48 | 12 |
| 2 | The ability to manage one's emotions | 2, 22, 27, 50, 51, 56 | 3, 7, 10, 19, 36, 44 | 12 |
| 3 | The ability to motivate yourself | 11, 13, 18, 24, 53, 58 | 4, 5, 30, 32, 35, 43 | 12 |
| 4 | The ability to recognize the emotions of others | 9, 15, 20, 21, 49, 55 | 1, 8, 12, 31, 34, 39 | 12 |
| 5 | Ability to build relationships | 16, 28, 29, 33, 45, 59 | 14, 25, 26, 40, 46, 57 | 12 |
For the purposes of data analysis, emotional intelligence scores from each sample are calculated through the following stages:
1. Enter the score data for each sample in the base data table.
2. Calculate the number of score answers from each aspect and all aspects.
3. Calculate the average score of each aspect of emotional intelligence.
4. Calculate the average score for all aspects.
5. Furthermore, both the average score of each aspect and all aspects obtained are converted qualitatively so that it can be concluded how high the level of emotional intelligence (EQ) MIPA lecturers in Yogyakarta Special Region, both for each aspect and for all aspects.
6. To find out whether there are differences in EQ owned by male and female MIPA lecturers, statistical analysis is performed in the form of a different test, namely the t-test.
RESEARCH RESULTS
Judging from each aspect of EQ collected through questionnaires, on the aspect of "ability to self-assess" the average male EQ score is different from that of women although in the same category that is "high". This is made possible by the more rational nature of men and more emotional women. Judging from the points mentioned, it looks like a male lecturer is more able to separate his feelings from his work. This reflects their response to their feelings of sadness, anxiety, anger, guilt, and anxiety that they didn't think too much about when they smoked it.
The more rational nature of men also appears in the results of the analysis that in the "ability to manage self-emotion" aspect, the average male EQ score is not different from that of women, although the average male EQ score is higher. There is one aspect when male lecturers are at very high criteria (82.4%) while female lecturers are on high criteria (77.2%), namely the ability to motivate themselves. This can also be seen from the results of the t test on the mean score of the aspect which states there is a difference. As is known, a woman besides having to run her career as a lecturer, she also has a domestic role as a housewife. In carrying out this dual role, of course he must be able to share his thoughts well so that everything can be done smoothly and do not experience obstacles. Self-motivation is certainly also owned by a female lecturer, but it is not as high as male lecturers who are not burdened with the dual role. This aspect was represented by questionnaire statements number 4, 5, 11, 13, 18, 24, 30, 32, 35, 43, 53, and 58.
The results of the calculation of the 12 statements, number 32 statement has a difference in mean scores that are much different between female and male lecturers, namely 3.31 for female lecturers and 4.46 for male lecturers. Statement number 35 reads: "I became lazy to learn more in-depth the subjects I learned when I found out that my assessment of the implementation of my work was ugly." This is because most women have the nature of bringing disappointment for too long which has an impact on their performance. On the contrary, in male lecturers, a small percentage consider disappointment as an impetus to improve themselves Semua ini karena perempuan lebih mengede-pankan emosional daripada rasional (Kartini Kartono, 1977: 190).
Likewise, the statement number 18 which reads: "I am able to study subjects I teach regularly" shows that the average score of female lecturers (3.81) is smaller than male lecturers (4.22). This can be understood because after arriving home, women must carry out their domestic roles, ranging from simple to complex work. The consequences of all this lead to a sense of fatigue that affects inadequate self-development, both in terms of time and energy. Psychologically, this condition influences women's powerlessness, withdraws from the environment, and decreases motivation (Kendall & Hammen, 1984). Domestic roles that are physical, such as cooking, washing, mopping, for some lecturers can be delegated to domestic workers, but that does not mean they then do not take part in the domestic role itself. After all, women after home must be willing to take care, care for, and educate their own children.
Overall, this study has succeeded in showing to all of us, that emotional intelligence (EQ) between male and female lecturers is not significantly different. This also shows us that naturally between men and women sex is different (sex), but in terms of its role and function in society there is actually no difference.
CONCLUSION
Based on the analysis of research data, the following conclusions can be drawn:
1. The level of emotional intelligence (EQ) owned by male and female MIPA lecturers from various universities in Yogyakarta has a mean score of 79.6% (very high criteria) and 78.2% (high criteria).
2. Statistically it can be concluded that there is no significant difference in emotional intelligence (EQ) between male and female MIPA lecturers even if viewed from each aspect, only the "ability to manage self-emotion" aspect is not different.
Sumber: https://journal.uny.ac.id / https://journal.uny.ac.id/index.php/jk
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