Hubungan Kecerdasan Emosional dan Capaian Akademik Siswa SMK Akuntansi: Peran Mediasi Kesadaran Metakognitif
Main Article Content
Abstract
Penelitian ini mengkaji hubungan antara kecerdasan emosional dan capaian akademik siswa, hubungan antara kesadaran metakognitif dan capaian akademik siswa, serta peran kesadaran metakognitif memediasi kecerdasan emosional dan capaian akademik siswa. Penelitian ini dilaksanakan dengan pendekatan kuantitatif dengan desain asosiatif korelasional serta dilaksanakan secara sensus terhadap siswa kelas XII Akuntansi SMK Negeri 2 Gedangsari. Pengukuran kecerdasan emosional dilakukan menggunakan instrumen Emotional Intelligence Questuinnaire (EI), sedangkan kesadaran metakognitif diukur menggunakan Metacognitive Awareness Inventory (MAI). Data diperoleh melalui kuesioner untuk mengukur kecerdasan emosional dan kesadaran metakognitif, serta dokumentasi nilai rapor sebagai indikator capaian akademik siswa. Teknik analisis data dalam penelitian ini dilakukan menggunakan metode Structural Equation Modeling Partial Least Square. Hasil penelitian membuktikan bahwa adanya hubungan positif antara kecerdasan emosional dan capaian akademik siswa, serta hubungan positif antara kesadaran metakognitif dan capaian akademik siswa. Selain itu, kesadaran metakognitif berperan sebagai mediator dalam hubungan antara kecerdasan emosional dan capaian akademik, yang menunjukkan bahwa keterkaitan kecerdasan emosional dengan capaian akademik juga terjadi melalui kesadaran metakognitif. Temuan ini menegaskan pentingnya pengembangan kecerdasan emosional dan kesadaran metakognitif dalam mendukung peningkatan capaian akademik siswa secara optimal.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abdelrahman, R. M. (2015). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e04192
Asare, B., & Larbi, E. (2025). Nexus between emotional intelligence and mathematics performance: the role of metacognitive awareness. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2450117
Badan Pusat Statistik. (2024, November 22). Statistik Pendidikan 2024. Badan Pusat Statistik. https://www.bps.go.id/id/publication/2024/11/22/c20eb87371b77ee79ea1fa86/statistik-pendidikan-2024.html
Chin, W. W. (1998). The partial least squares approach for structural equation modeling. Lawrence Erlbaum Associates.
Dar, A. H. (2024). Impact Of Self-Regulated Learning Strategies On Academic Achievement Among High School Students. Educational Administration: Theory and Practice, 5815–5818. https://doi.org/10.53555/kuey.v30i1.9260
Deng, X., Wang, C., & Xu, J. (2022). Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.976330
Dianah, L., & Oktariza, S. (2024). The Effect Of Emotional Intelligence On Student Self Regulated Learning. Journal Civics And Social Studies, 8(1), 14–24. https://doi.org/10.31980/journalcss.v8i1.984
Ghazali, N. H. C. M., Suppian, Z., Ahmad, H., Zaini, S. H., & Shuib, T. R. (2024). E-learning, assessment competency, and academic performance: A structural equation modeling approach. Cakrawala Pendidikan, 43(2), 288–295. https://doi.org/10.21831/cp.v43i2.63622
Hair, J. F., Hult, g. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.
Hidayah, K., Syafitri, B., Wulandari, N., Wenda, D., & Jember, A. (2025). Strategi Belajar Efektif Untuk Meningkatkan Prestasi Akademik Siswa. Jurnal Inovasi Strategi Dan Model Pembelajaran, 5(3). https://jurnalp4i.com/index.php/strategi
Kemendikbudristek. (2024). Rapor pendidikan 2024: Hasil asesmen nasional 2023. Kemendikbudristek. https://raporpendidikan.kemdikbud.go.id/
MacCann, C., Jiang, Y., Brown, L. E. R., Bucich, M., Double, K. S., & Minbashian, A. (2020). Emotional Intelligence Predicts Academic Performance: A Meta-Analysis. Psychological Bulletin, 146(2), 150–186. https://doi.org/10.1037/bul0000219
Mayer, J. D., & Salovey, P. (1997). What is Emotional Intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications.
Mkhize, M. V. (2019). Transdisciplinary relationship between mathematics and accounting. The Journal for Transdisciplinary Research in Southern Africa, 15(1). https://doi.org/10.4102/td.v15i1.451
Nieto-Carracedo, A., Gómez-Iñiguez, C., Tamayo, L. A., & Igartua, J. J. (2024). Emotional Intelligence and Academic Achievement Relationship: Emotional Well-being, Motivation, and Learning Strategies as Mediating Factors. Psicologia Educativa, 30(1). https://doi.org/10.5093/psed2024a7
Nugraha, H. D., Vesitara Kencanasari, R. A., & Komari, N. R. (2020). Employability Skills in Technical Vocational Education and Training (TVET). http://ejournal.upi.edu/index.php/invotec
Perikova, E., & Valentina, B. (2019). Identifying Emotional Intelligence and Metacognitive Awareness among University Students. https://doi.org/10.33422/icrpconf.2019.03.137
Ramasanti, P. A., Dita, C., Sukma, Y., Sari, N., Ilma, R., & Putri, I. (2024). Emotional Intelligence And Self-Regulated Learning Of Eleventh-Grade Students In Mathematics Learning. Jurnal Ilmiah Pendidikan Matematika, 6(2), 54–63. https://doi.org/10.36706/jls.v6i2.33
Saifuddin, A. (2020). Penyusunan Skala Psikologi. Prenada Media.
Schraw, G., & Dennision, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460–475.
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sultana, N., Iram, A., & Malik, M. (2025). The Critical Review of Social Sciences Studies The Mediating Role of Metacognitive Awareness in the Relationship between Learning Styles and Academic Performance The Critical Review of Social. Sciences Studies, 3(2), 2025. https://doi.org/10.59075/mwta7z91