THE IMPACT OF THE 2013 CURRICULUM AND EMOTIONAL INTELLIGENCE ON LEARNING OUTCOMES ISLAMIC RELIGIOUS EDUCATION (Experimental Study On Fourth Grade Students Of Sekolah Dasar Negeri Jatinegara Kaum 05 Pulogadung, East Jakarta)
DOI:
https://doi.org/10.47652/metadata.v7i2.647Keywords:
Curriculum 2013, KTSP, Emotional Intelligence, Learning Model, Learning OutcomesAbstract
This study aims to test this hypothesis is 1) Student learning outcomes are taught with the model of learning curriculum 2013 is higher than the learners who are taught with the model of curriculum learning unit level education (KTSP) in the subjects of Islamic Religious Education. 2) There is an interaction effect between the learning model and the emotional intelligence of learners on the learning outcomes in the subjects of Islamic Religious Education. 3) The result of Islamic education learning of learners who have high emotional intelligence is higher if taught using the model of curriculum lesson 2013 than the learners who were taught using the learning model of educational unit curriculum (KTSP). 4) The result of Islamic education learning on the students who have low emotional intelligence is lower if taught by using the model of curriculum lesson 2013 than the learners who were taught using the learning model of educational unit curriculum (KTSP). This research is using experimental method. Target population is all students of public primary school Jatinegara Kaum 05 Pulogadung, East Jakarta. Affordable population in this research is the students of grade IV of elementary school Jatinegara Kaum 05 Pulogadung, East Jakarta consisting of 2 classes and totaling 56 students, as well as a sample of research with a simple random sampling technique based on factorial design group so selected students. This study yielded two main conclusions, namely: 1) Learning outcomes of learners who were taught with the 2013 curriculum learning model (x = 83,24) the same as learners who were taught with the educational unit curriculum learning model (KTSP) (x = 82, 24) in the subject of Islamic education. 2) There is no interaction effect between learning model and emotional intelligence on learning outcomes in Islamic education subject. Because in the second hypothesis there is no interaction then the presentation of the third and fourth hypotheses is not required. Based on these findings it can be concluded that there is no difference in Islamic learning outcomes that are taught by using the curriculum model of 2013 and KTSP. And there is no interaction between the 2013 curriculum learning model with emotional intelligence on the learning outcomes of Islamic religious education.
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