Pengaruh kecerdasan emosional, motivasi, dan kemandirian belajar terhadap hasil belajar seni budaya di sekolah menengah kejuruan

Abstract

Bukti empiris mengenai peran faktor personal terhadap hasil belajar Seni Budaya di pendidikan vokasi masih terbatas. Penelitian ini bertujuan menelaah pengaruh kecerdasan emosional, motivasi belajar, dan kemandirian belajar terhadap hasil belajar Seni Budaya siswa kelas X OTKP SMK YPE Sawunggalih Kutoarjo tahun pelajaran 2020/2021, baik secara simultan maupun parsial. Desain penelitian kuantitatif menggunakan survei korelasional, dengan populasi 93 siswa dan sampel 75 siswa yang ditentukan melalui cluster random sampling. Data dianalisis secara deskriptif, dilanjutkan uji prasyarat (normalitas, linearitas, multikolinearitas) dan regresi sederhana serta berganda. Hasil menunjukkan kontribusi unik (effective contribution) kecerdasan emosional sebesar 3,82% (kontribusi relatif 25,10%), motivasi belajar 6,00% (39,46%), dan kemandirian belajar 5,39% (35,44%). Secara bersama-sama ketiga prediktor berasosiasi positif dan sangat signifikan dengan hasil belajar dengan sumbangan efektif total 15,21%. Temuan ini menegaskan pentingnya penguatan motivasi, pengelolaan emosi, dan kemandirian belajar dalam mendukung capaian Seni Budaya. Implikasi praktisnya, sekolah dapat merancang intervensi pembelajaran dan layanan bimbingan yang menstimulasi regulasi diri dan keterlibatan belajar. Mengingat desain korelasional dan konteks satu sekolah, generalisasi memerlukan kehati-hatian; studi lanjutan dengan desain longitudinal/eksperimental dan sampel lebih luas direkomendasikan.

Effects of emotional intelligence, learning motivation, and learning independence on cultural arts achievement in vocational high school

Abstract: Empirical evidence on how personal factors shape Cultural Arts achievement in vocational education remains limited. This study examined the effects of emotional intelligence, learning motivation, and learning independence on Cultural Arts outcomes among Grade-10 OTKP students at SMK YPE Sawunggalih Kutoarjo in the 2020/2021 academic year, both jointly and individually. A quantitative correlational survey design was employed. The population comprised 93 students, and a sample of 75 was selected through cluster random sampling. Data analysis included descriptive statistics, assumption testing (normality, linearity, multicollinearity), and simple and multiple linear regression. Results showed unique (effective) contributions of 3.82% for emotional intelligence (relative 25.10%), 6.00% for learning motivation (relative 39.46%), and 5.39% for learning independence (relative 35.44%). Collectively, the three predictors were positively and highly significantly associated with Cultural Arts achievement, with a total effective contribution of 15.21%. These findings suggest the importance of strengthening motivation, emotion regulation, and self-directed learning to support achievement in Cultural Arts. Practically, schools may design instructional and guidance interventions that foster self-regulation and learner engagement. Given the correlational design and single-school setting, caution is advised in generalizing the results; future research using longitudinal or experimental designs with broader samples is recommended.