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"[ABSTRAKPerkembangan internet yang semakin pesat menyebabkan semakin mudah diaksesnya internet oleh masyarakat, salah satunya yaitu permainan daring yang merupakan hal yang cukup diminati remaja saat ini. Penelitian ini bertujuan untuk mengetahui hubungan intensitas bermain permainan daring dengan kecerdasan emosional remaja usia 13-17 tahun. Desain penelitian yang digunakan adalah analitik-korelatif secara cross sectional. Sampel penelitian ini berjumlah 60 siswa SMP Al-Khairiyah 1 dan SMA Al-Khairiyah Jakarta dengan teknik consecutive sampling. Uji statistik yang digunakan dalam penelitian ini yaitu uji Korelasi Pearson. Hasil penelitian menunjukkan ada hubungan negatif yang bermaknaantara intensitas bermain permainan daring dengan kecerdasan emosional (r= -0,33; p= 0.004). Penelitian ini merekomendasikan perlu dikembangkannya suatu program untuk mengoptimalkan kecerdasan emosional remaja di sekolah maupun komunitas, dengan harapan kegiatan bermain permainan daring dapat diminimalkan.

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ABSTRACTThe development of internet which is rapidly increasing, causing it more easily accessible by people, one of it is online game which is preferable by adolescents at this time. The purpose of this study was to explore the relations between online gaming intensity and emotional intelligence of adolescents age-range 13-17. This study used correlative-analytical with cross sectional design approach. The sample of this study were 60 students in Al-Khairiyah 1 Junior High School and Al-Khairiyah Senior High School, Jakarta through consecutive sampling. Statistical test which was used in this study was Pearson Correlation test. This study result showed that there was a significant negative relations between online gaming intensity and emotional intelligence (r= -0,33; p= 0.004). This study recommends that a program to optimize adolescents? emotional intelligence need to bedeveloped in school and community, with expectation that online gaming activity can be minimized.;The development of internet which is rapidly increasing, causing it more easilyaccessible by people, one of it is online game which is preferable by adolescents at this time. The purpose of this study was to explore the relations between online gaming intensity and emotional intelligence of adolescents age-range 13-17. This study used correlative-analytical with cross sectional design approach. The sample of this study were 60 students in Al-Khairiyah 1 Junior High School and Al-Khairiyah Senior High School, Jakarta through consecutive sampling. Statistical test which was used in this study was Pearson Correlation test. This study result showed that there was a significant negative relations between online gaming intensity and emotional intelligence (r= -0,33; p= 0.004). This study recommends that a program to optimize adolescents’ emotional intelligence need to be developed in school and community, with expectation that online gaming activitycan be minimized.;The development of internet which is rapidly increasing, causing it more easilyaccessible by people, one of it is online game which is preferable by adolescentsat this time. The purpose of this study was to explore the relations between onlinegaming intensity and emotional intelligence of adolescents age-range 13-17. Thisstudy used correlative-analytical with cross sectional design approach. The sampleof this study were 60 students in Al-Khairiyah 1 Junior High School and Al-Khairiyah Senior High School, Jakarta through consecutive sampling. Statisticaltest which was used in this study was Pearson Correlation test. This study resultshowed that there was a significant negative relations between online gamingintensity and emotional intelligence (r= -0,33; p= 0.004). This study recommendsthat a program to optimize adolescents’ emotional intelligence need to bedeveloped in school and community, with expectation that online gaming activitycan be minimized., The development of internet which is rapidly increasing, causing it more easilyaccessible by people, one of it is online game which is preferable by adolescentsat this time. The purpose of this study was to explore the relations between onlinegaming intensity and emotional intelligence of adolescents age-range 13-17. Thisstudy used correlative-analytical with cross sectional design approach. The sampleof this study were 60 students in Al-Khairiyah 1 Junior High School and Al-Khairiyah Senior High School, Jakarta through consecutive sampling. Statisticaltest which was used in this study was Pearson Correlation test. This study resultshowed that there was a significant negative relations between online gamingintensity and emotional intelligence (r= -0,33; p= 0.004). This study recommendsthat a program to optimize adolescents’ emotional intelligence need to bedeveloped in school and community, with expectation that online gaming activitycan be minimized.]"

"Kecerdasan emosional dihasilkan dari lingkungan sosial dimana individu dapat mengembangkan kemampuan kesadaran, kontrol, motivasi diri, empati dan keterampilan sosial. Salah satu lingkungan sosial tersebut adalah wahana kegiatan ekstrakurikuler. Penelitian ini bertujuan untuk mengetahui hubungan tingkat partisipasi dalam kegiatan ekstrakurikuler dengan tingkat kecerdasan emosional remaja. Metode penelitian yang digunakan adalah deskriptif-korelatif dengan pendekatan potong lintang. Sampel penelitian ini berjumlah 106 siswa SMAN 14 Jakarta dengan menggunakan teknik quota sampling. Hasil penelitian menunjukkan ada hubungan yang bermakna antara tingkat partisipasi dalam kegiatan ekstrakurikuler dan tingkat kecerdasan emosional remaja (p= 0,041, α= 0,05). Penelitian ini merekomendasikan perlunya peningkatan kuantitas dan kualitas pembinaan kegiatan ekstrakurikuler sehingga dapat menunjang optimalisasi kecerdasan emosional siswa.

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Emotional intelligence is a result of social environment where can improve five competences: self-awareness, self-control, self-motivation, empathy, and social- skill. One of it is the extracurricular activity. The purpose of this study is to examine the relationship between participation in extracurricular activity and adolescent’s emotional intelligence. This study used correlative-descriptive with cross sectional design approach. The sample of this study are 106 students in 14 Senior High School Jakarta through quota sampling.

The result showed that was significant relationship between participation in extracurricular activity and adolescent’s emotional intelligence (p= 0,041, α= 0,05). This study recommended educational institutions to improve quantity and quality of estabilishing extracurricular activities in order to support optimalization of emotional intelligence."

"Pandemi COVID-19 menjadi salah satu faktor pemicu stres bagi remaja. Dukungan sosial dan kecerdasan emosional diperlukan oleh remaja agar mampu mengelola stresnya menjadi respon adaptif dan tidak berkepanjangan. Penelitian ini bertujuan mengetahui hubungan dukungan sosial dan kecerdasan emosional dengan tingkat stres siswa SMP di Jakarta Timur selama pandemi COVID-19. Metode penelitian yang digunakan penelitian ini desain penelitian deskriptif korelatif melalui pendekatan cross sectional. Sebanyak 426 siswa SMP di Jakarta Timur dengan kriteria responden pengambilan sampel dengan teknik stratified random sampling serta purposive sampling. Kuesioner menggunakan analisis data dengan analisis univariat dan bivariat dengan uji chi square menunjukkan bahwa tingkat dukungan sosial dan tingkat kecerdasan emosional baik tinggi dan rendah memiliki nilai mendekati sama; hanya 41,8% responden memiliki tingkat stres normal. Hasil analisis bivariat menunjukkan adanya hubungan yang signifikan antara variabel dukungan sosial dengan tingkat stres (p=0,001), dan adanya hubungan yang signifikan antara variabel kecerdasan emosional dengan tingkat stres (p=0,013). Temuan penelitian ini dapat membantu siswa lebih aware terhadap permasalahan yang mengganggu fisik dan psikologisnya dan perawat dalam memberikan asuhan keperawatan yang sesuai dengan kebutuhan pasien.

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The COVID-19 pandemic is one of the factors that trigger stress for teenagers. Social support and emotional intelligence are needed by adolescents to be able to manage their stress into an adaptive and not prolonged response. This study aims to determine the relationship between social support and emotional intelligence with the stress level of junior high school students in East Jakarta during the COVID-19 pandemic. The research method used in this research is descriptive correlative research design through a cross sectional approach. A total of 426 junior high school students in East Jakarta with the criteria of respondents taking samples with stratified random sampling technique and purposive sampling The questionnaire using data analysis with univariate and bivariate analysis with chi square test shows that the level of social support and the level of emotional intelligence both high and low have nearly the same value; only 41.8% of respondents had normal stress levels. The results of the bivariate analysis showed a significant relationship between social support variables and stress levels (p=0.001), and a significant relationship between emotional intelligence variables and stress levels (p=0.013). The findings of this study can help students become more aware of the problems that interfere with their physical and psychological and nurses in providing nursing care according to patient needs."

"Kecerdasan emosional menjadi indikator penting yang sangat dibutuhkan oleh remaja, yang sedang memasuki masa storm and stress, agar bisa stabil dalam mengelola emosi dan berperilaku positif. Salah satu faktor yang membentuk kecerdasan emosional anak adalah pola asuh orang tua. Penelitian ini dilakukan untuk mengidentifikasi hubungan pola asuh orang tua dengan tingkat kecerdasan emosional remaja. Penelitian menggunakan metode cross-sectional dengan sampel 466 remaja SMA di Kota Bogor. Hasil menggambarkan 71,7% remaja memiliki tingkat kecerdasan emosional baik dan 72,1% remaja mendapatkan pola asuh otoritatif. Hasil analisis uji chi square menunjukkan tidak adanya hubungan antara pola asuh orang tua dengan tingkat kecerdasan emosional remaja (p value 0,282). Namun setiap pola asuh memberikan dampak yang berbeda pada dimensi kecerdasan emosional anak. Penelitian ini merekomendasikan adanya edukasi dan sosialisasi lebih lanjut mengenai penerapan pola asuh yang tepat untuk meningkatkan kecerdasan emosional anak melalui kerja sama antara perawat dan orang tua.

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Emotional intelligence is an important indicator that is needed by adolescents, who are entering a period of “storm and stress”, in order to be stable in managing negative emotions and behave positively. Parenting styles become one of factors affect adolescent’s emotional intelligence. This study aims to identify the relationship between parenting style and adolescent emotional intelligence in Bogor City. This study used a cross-sectional method with a total sample of 466 senior high school students. The result showed that 71,7% of adolescents had a good level of emotional intelligence and 72,1% of adolescents received authoritative parenting. The result with the chi square test showed that there is no relationship between parenting styles and the level of adolescent’s emotional intelligence. However, each parenting style still has a different impact on adolescent’s emotional intelligence. This study recommends further education and socialization between nurses and parents regarding the appropriate parenting styles to improve adolescent’s emotional intelligence."

"Pada umumnya sampai saat ini orang berpendapat bahwa siswa yang memiliki tingkat intelegensi tinggi biasanya akan memperoleh prestasi belajar yang tinggi pula, karena intelegensi merupakan bekal utama yang akan memudahkan dalam proses belajar yang akhimya akan menghasilkan prestasi belajar yang maksimal. Walaupun demikian dalam kenyataan sering ditemukan siswa yang prestasi belajarnya tidak sesuai dengan tingkat intelegensinya. Ada siswa yang memiliki kemampuan intelegensi relatif tinggi tetapi relatif rendah prestasi belajamya, balikan ada siswa yang walaupun intelegensinya relatif rendah dapat meraih prestasi belajar yang relatif tinggi. Prestasi belajar hanya dapat dilihat dari indikator prestasi akademik pada bidang studi sedangkan faktor-faktor yang mempengaruhinya umumnya hanya dikaitkan dengan Intelligence Quotient (IQ). IQ dipandang oleh banyak praktisi pendidikan sebagai faktor utama penentu keberhasilan proses belajar. Daniel Goleman penulis buku Emotional Intelligence (El) menjelaskan bahwa manusia mempunyai dua jenis intelegensi, yaitu intelegensi rasional (IQ) dan intelegensi emosional (El). Dua intelegensi itu sangat berperan besar dalam kehidupan termasuk dalam keberhasilan belajar. El diperlukan untuk mengatasi tantangan dan hambatan yang muncul baik dari dalam diri siswa maupun dari luar siswa yang dapat secara langsung mempengaruhi kesejahteraan psikologis siswa. Dalam proses belajar siswa ke 2 jenis intelegensi ini sangat diperlukan. IQ tidak dapat berfungsi dengan baik tanpa partisipasi EI. Siswa tidak akan dapat belajar dengan baik tanpa antisipasi penghayatan emosional akan mata pelajaran yang disajikan di sekolah. Selama ini dalam pengukuran IQ kemampuan emosi tidak diperhitungkan dan ini tampak pada sistem pendidikan di Indonesia. Sistem pendidikan yang ada lebih menitikberatkan pada upaya mencerdaskan rasional anak dibanding merangsang kemampuan emosi. Dengan kata lain sistem pendidikan yang kurang merangsang kemampuan emosi mengakibatkan siswa yang tidak dapat menghimpun kendali tertentu atas kehidupan emosionalnya akan mengalami pertarungan batin yang merampas kemampuan mereka untuk berkonsentrasi pada pelajaran atau untuk memiliki pikiran yang jernih. Obyek penelitian kali ini adalah siswa sebuah SMU di Jakarta Timur yaitu SMU 14. Sampel yang diambil sebesar 223 siswa atau 30% dari 741 siswa yang tersebar dari kelas 1 hingga kelas 3 yang umumnya berusia sekitar 15 hingga 18 tahun. Teknik sampling yang dipakai adalah stratified random sampling. Responden terdiri dari 106 siswa dan 117 siswi. Hasil yang didapat dari penelitian ini adalah terdapat hubungan yang positif dan signifikan antara kecerdasan emosional dengan prestasi belajar dengan nilai korelasi pearson sebesar 0,693 dan koefisien determinasi 0,48 atau 48%. Pengaruh positif tersebut menunjukkan bahwa semakin baik kecerdasan emosional maka semakin baik pula prestasi belajarnya. Sebaliknya semakin lemah kecerdasan emosional maka semakin menurun pula prestasi belajarnya. Koefisien determinasi sebesar 48% menunjukkan adanya pengaruh faktor-faktor lain atau variabel variabel lain selain kecerdasan emosional sebesar 52%.

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In general, to this day, people are of the opinion that students who have a high level of intelligence will usually obtain high learning achievements, because intelligence is the main provision that will facilitate the learning process which will ultimately result in maximum learning achievements. However, in reality it is often found that students whose learning achievements do not match their level of intelligence. There are students who have relatively high intelligence abilities but relatively low learning achievements. Conversely, there are students who, even though their intelligence is relatively low, can achieve relatively high learning achievements. Learning achievement can only be seen from indicators of academic achievement in the field of study, while the factors that influence it are generally only associated with Intelligence Quotient (IQ). IQ is seen by many educational practitioners as the main factor determining the success of the learning process. Daniel Goleman, author of the book Emotional Intelligence (El), explains that humans have two types of intelligence, namely rational intelligence (IQ) and emotional intelligence (El). These two intelligences play a big role in life, including success in learning. El is needed to overcome challenges and obstacles that arise both from within the student and from outside the student which can directly affect the student's psychological well-being. In the student learning process these two types of intelligence are very necessary. IQ cannot function properly without the participation of EI. Students will not be able to learn well without anticipating emotional appreciation of the subjects presented at school. So far, when measuring IQ, emotional abilities are not taken into account and this can be seen in the education system in Indonesia. The existing education system focuses more on efforts to educate children's rational abilities rather than stimulating emotional abilities. In other words, an education system that does not stimulate emotional abilities results in students who cannot muster a certain amount of control over their emotional lives, experiencing inner battles that rob them of their ability to concentrate on lessons or to have a clear mind. The objects of this research were students from a high school in East Jakarta, namely SMU 14. The sample taken was 223 students or 30% of 741 students spread from class 1 to class 3, generally aged around 15 to 18 years. The sampling technique used was stratified random sampling. Respondents consisted of 106 students and 117 female students. The results obtained from this research are that there is a positive and significant relationship between emotional intelligence and learning achievement with a Pearson correlation value of 0.693 and a coefficient of determination of 0.48 or 48%. This positive influence shows that the better the emotional intelligence, the better the learning achievement. On the other hand, the weaker the emotional intelligence, the lower the learning achievement will be. The coefficient of determination of 48% indicates the influence of other factors or variables other than emotional intelligence of 52%."

"Skripsi ini membahas mengenai Hubungan Antara Kecerdasan Emosional Dengan Prestasi Belajar (Studi Kasus Siswa Kelas III SMA Yappenda Tanjung Priok, Jakarta Utara) dengan metode analisis eksplanatif dan pendekatan kuantitatif. Penelitian ini menjelaskan bagaimana hubungan komponen - komponen kecerdasan emosional dengan prestasi belajar yang tercermin pada prestasi akademik siswa kelas III SMA Yappenda . Penelitian ini juga memaparkan seberapa besar tingkat kecerdasan emosional siswa di sekolah dalam menunjang prestasi belajarnya berdasarkan isian kuesioner dan data lainnya yaitu berupa rapot. Dengan tingkat kecerdasan emosional yang berbeda akan menghasilkan prestasi belajar yang berbeda pula. Berdasarkan hal ini, perlu adanya penyusunan rencana yang efektif dari sekolah untuk meningkatkan kecerdasan emosional siswa agar prestasi belajar di SMA Yappenda semakin meningkat.

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This thesis discuss about The Relation of Emotional Intelligence with Learning Achievement (Students Grade III in Yappenda North Jakarta Highschool) with explanatory analysis methods and quantitative approach. This study describes how the relationship between components of emotional intelligence and learning achievement students Grade III in Yappenda North Jakarta Highschool. This study also describes the extent of emotional intelligence of students in School to support academic achievement based on questionnaires and other data it is rapot. With different levels of emotional intelligence it will be produce a different learning achivement to. It takes some effective planning in school to improve the emotional intelligence of students that learning achivement is increasing for future."

"ABSTRAK Kecerdasan emosional merupakan kemampuan memahami perasaan, berempatiserta mengatur emosi. Penelitian ini bertujuan untuk mengetahui perbedaankecerdasan emosional remaja berdasarkan status kerja ibu. Penelitian inimerupakan penelitian kuantitatif dengan jumlah responden 143 remaja. Datadiperoleh dari kuesioner Inventori Kecerdasan Emosional. Hasil penelitianmenunjukkan remaja yang berasal dari keluarga dengan ibu bekerja dan tidakbekerja memiliki skor rata-rata empati yang berbeda (p value 0.000). Penelitianini merekomendasikan perlunya pengajaran empati dari orang tua dan lingkunganremaja, serta pentingnya optimalisasi peran perawat komunitas di sekolah dankeluarga.

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ABSTRACT Emotional intelligence is a skill to understand our own feeling, empathy, andemotional control. This study investigated the differences of emotionalintelligence between adolescents whose mothers were working and not working.This study is a quantitative research with a sample of 143 adolescents. The datawere obtained using Inventori Kecerdasan Emosional Questionnaire. The resultshowed that the adolescents whose mothers were working and not working gotdifferent mean score on empathy (p value 0.000). This study recommends theimportance of the implementation of teaching empathy skill from parents and itsenvironment, as well as optimizing the role of community health nurse, especiallyschool and family nurse."

"Perkembangan teknologi yang sangat pesat di Indonesia khususnya kota DKI Jakarta telah memengaruhi berbagai aspek kehidupan, salah satunya adalah gaya hidup dengan peningkatan aktivitas sedentari yang dilakukan oleh anak-anak usia sekolah dan remaja, seperti bermain gadget dan menonton televisi. Penelitian ini bertujuan untuk mengetahui hubungan antara aktivitas sedentari dengan kecerdasan emosional pada anak usia sekolah dan remaja di wilayah Jakarta Barat. Desain penelitian menggunakan studi cross sectional dengan jumlah sampel 107 responden, yang diambil dengan teknik consecutive sampling. Instrumen penelitian menggunakan kuesioner Adolescent Sedentary Activity Questionnaire ASAQ dan kuesioner kecerdasan emosional EQ. Hasil penelitian menunjukkan mayoritas anak-anak memiliki tingkat aktivitas sedentari yang tinggi > 5 jam/hari. Aktivitas bermain handphone atau gadget merupakan aktivitas dengan rata-rata terbanyak yakni 152 menit/hari. Hasil uji statistik membuktikkan bahwa terdapat hubungan yang bermakna antara aktivitas sedentari dengan kecerdasan emosional pada anak usia sekolah dan remaja di wilayah Jakarta Barat, dimana p value 0,000.

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Technological developments nowadays have increased in Indonesia, especially the city of DKI Jakarta has influenced various aspects of life, one of which is the lifestyle with the increase in sedentary activity conducted by school age children and adolescents, such as playing gadgets and watching television.

This study aims to determine the relation between sedentary activity with emotional intelligence in school age children and adolescents in the area of West Jakarta. This research used cross sectional study with a sample 107 respondents.

The method used in research is consecutive technique. The research instrument used 2 questionnaires namely Adolescent Sedentary Activity Questionnaire ASAQ questionnaire and emotional intelligence questionnaire EQ. The majority of children have high sedentary activity levels 5 hours day. Activity playing mobile or gadget is the activity with the highest average that is 152 minutes day.

The results of this research proved that there is a relationship between the sedentary activity with emotional intelligence in school age children and adolescents in West Jakarta, where p value 0,000."

"Perilaku caring perawat yang didasari kecerdasan emosional tinggi dapat mendorong pencapaian pelayanan keperawatan yang berkualitas. Penelitian ini untuk mengetahui hubungan kecerdasan emosional dengan perilaku caring perawat. Jenis penelitian deskriptif korelasi dengan sampel 92 perawat pelaksana dan 92 pasien. Analisis menggunakan uji Chi-Square dan regresi logistik berganda. Sebanyak 54 % perawat berperilaku caring menurut persepsi pasien. Hasil penelitian terdapat hubungan yang signifikan antara dimensi memahami dan mendukung emosi orang lain dengan perilaku caring perawat (p = 0,049). Perawat yang memiliki dimensi ini berpeluang 2,567 kali lebih caring. Rumah sakit perlu mengembangkan program pelatihan komunikasi efektif dan komunikasi terapeutik, sebagai salah satu bentuk perilaku caring.

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Nurses caring behavior based on high emotional intelligence can encourage the achievement of quality nursing service. This research was to recognize the relationship between nurses emotional intelligence with their caring behavior according to patients perceptions. This is a descriptive correlation, with 92 nurses and 92 patients as samples. Analysis was using Chi Square and multiple logistic regressions. An approximately 54 % of nurses are caring. The result showed that the dimension of understanding and support of other people's emotions is significantly associated with nurses caring behavior (p= 0,049). Nurses who are having high level in this dimension are having opportunity as much as 2,567 times more caring. The manager of hospital can develop a sustainable training program on effective and terapheutic communication as one of nurses caring behavior."

"Tesis ini bertujuan untuk menguji hubungan antara aspek-aspek dari kecerdasan emosional, itsar (altruism), dan spiritualitas dengan kepuasan kerja. Pada penelitian ini variable independent (IV) berjumlah 15 dan kepuasan kerja sebagai dependent variable (DV). Dengan teknik sampel total, diperoleh sampel sebanyak 66 orang guru yang bekerja di Sekolah Dwi Matra. Data penelitian diolah dengan metode regresi linear berganda dengan taraf signifikansi 0,05. Hasil dan kesimpulan penelitian ini membuktikan bahwa ada hubungan antara aspek-aspek kecerdasan emosional, itsar (altruism), dan spiritualitas dengan kepuasan kerja (r=0,577) namun tidak signifikan (sig 0,090). Nilai R2 dari seluruh varabel yang diujikan sebesar 0,333 atau setara dengan 33 %. Aspek self awareness merupakan satusatunya variabel bebas yang terbukti berkorelasi positif dengan kepuasan kerja (sig.0.039, R2 : 0,130). Aspek ini perlu menjadi prioritas jika akan dilakukan intervensi kepuasan kerja pada guru di Sekolah Dwi Matra.

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This thesis aims to examine the relationship between aspects of emotional intelligence, itsar (altruism), and spirituality with job satisfaction. In this study, the independent variable (IV) amounted to 15 and job satisfaction as the dependent variable (DV). With this technique the total sample, obtained a sample of 66 teachers who work at Sekolah Dwi Matra,Jakarta. The research data were processed by the method of multiple linear regression with a significance level of 0.05. Results and conclusions of this study prove that there is a relationship between aspects of emotional intelligence, itsar (altruism), and spirituality with job satisfaction (r = 0.577) but not significant (sig .090). R2 values of all tested variable of 0.333, equivalent to 33%. Aspects of self-awareness is the only independent variables that proved to be positively correlated with job satisfaction (sig.0.039, R2: 0.130). This aspect needs to be a priority if the intervention will be conducted on teacher job satisfaction at Sekolah Dwi Matra."