HUBUNGAN ANTARA KECERDASAN EMOSIONAL GURU DENGAN EFEKTIVITAS PENGELOLAAN KELAS
Abstract
The purpose of this study was to examine the relationship between teachers' emotional intelligence and classroom management effectiveness among university students in Sukabumi. This study used a quantitative approach. The population in this study were students who attended education courses at several universities in Sukabumi, with a sample size of 60 students. Data were collected through questionnaires measuring teachers' emotional intelligence and classroom management effectiveness. Data were analyzed using t-test to determine the significance of the relationship between the two variables. The results showed that the t value was 18.264 > t table 2.001 and the significance value was 0.000 < 0.05. This shows that there is a significant relationship between teacher emotional intelligence and the effectiveness of classroom management. In addition, the effect of emotional intelligence on classroom management was found to be 85.2%, indicating that most of the variation in classroom management effectiveness can be explained by teachers' emotional intelligence. These findings provide empirical evidence that teachers' emotional intelligence plays an important role in improving classroom management effectiveness in higher education settings.
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