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首页> 外文期刊>International Journal of Science and Applied Science: Conference Series >The Comparison of Cooperative Learning Model Viewed from Students’ Emotional Intelligence
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The Comparison of Cooperative Learning Model Viewed from Students’ Emotional Intelligence

机译：从学生的情商看合作学习模式的比较

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This research aimed to know the different influence of each learning model, emotional Intelligence, and interaction between those two elements toward the students’ achievement in mathematic. This is an experimental study within the 3x3 factorial design. The populations of this study were VII grade students of State Junior High Schools ( SMP ) in Surakarta city in academic year of 2016/2017. The samples of this study were students of SMPN 8 Surakarta, SMPN 16 Surakarta, and SMPN 20 Surakarta which were taken by stratified cluster random sampling. The instruments to collect the data were achievement test, questionnaire and documentation. The technique to analyze the data was variance analysis of two ways with different cell. Based on the result, it can be concluded that: (1) TGT model produced the same good result as well as TAI model, TGT model produced the better achievement than the direct learning, and TAI model produced the better achievement than direct learning in the algebra material. (2) Students having high emotional intelligence are better than students having low and medium emotional intelligence in term of achievement in mathematics. The students having medium emotional intelligence are as low as students having low emotional intelligence in term of achievement in algebra material. (3) In each category of emotional intelligence, TGT model produced higher achievement than TAI model and direct learning model, TAI and direct learning model produced the equal result in algebra material. (4) In each learning model, students’ achievement of those who have high emotional intelligence are higher than those who have medium and low emotional intelligence, and students who have low and medium intelligence produced the equal achievement in algebra material.
机译：这项研究旨在了解每种学习模式，情绪智力以及这两个要素之间的相互作用对学生数学成绩的不同影响。这是3x3因子设计中的一项实验研究。这项研究的人群是2016/2017学年在泗水市的州立初中（SMP）的VII年级学生。本研究的样本是SMPN 8 Surakarta，SMPN 16 Surakarta和SMPN 20 Surakarta的学生，这些学生是通过分层整群随机抽样获得的。收集数据的工具是成就测试，问卷和文件。数据分析技术是不同单元格的两种方法的方差分析。根据结果​​可以得出以下结论：（1）在学习过程中，TGT模型产生的效果与TAI模型相同，TGT模型产生的效果优于直接学习，TAI模型产生的效果优于直接学习。代数材料。 （2）在数学成绩方面，情绪智力高的学生比情绪智力低和中的学生好。就代数材料的成就而言，情绪智力中等的学生与情绪智力低的学生一样低。 （3）在情绪智力的每个类别中，TGT模型产生的成就均高于TAI模型和直接学习模型，TAI和直接学习模型在代数材料中产生相等的结果。 （4）在每种学习模式中，具有较高情商的学生的成绩要高于具有中等和低情商的学生的成绩，而具有较低和中等情商的学生在代数材料上的成绩相同。

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