Cahaya Fitranto, Andilyan (2025) THE EFFECT OF EMOTIONAL INTELLIGENCE ON LEARNING INDEPENDENCE OF FIFTH AND SIXTH-GRADE KMI STUDENTS AT MODERN ISLAMIC INSTITUTION DARUSSALAM GONTOR CAMPUS 2. S1 Undergraduate thesis, Universitas Darussalam Gontor.

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Abstract

ABSTRACT THE EFFECT OF EMOTIONAL INTELLIGENCE ON LEARNING INDEPENDENCE OF FIFTH AND SIXTH-GRADE KMI STUDENTS AT MODERN ISLAMIC INSTITUTION DARUSSALAM GONTOR CAMPUS 2 Andilyan Cahaya Fitranto 412020112027 An Islamic boarding school education plays a crucial role in shaping students' character and competence. However, challenges such as suboptimal emotional intelligence management and low learning independence require further attention. A lack of learning independence may hinder students' sense of responsibility toward the learning process, while poorly managed emotional intelligence can disrupt social interactions, self-regulation, and motivation to learn. This study, therefore, aims to explore in greater depth “The Effect of Emotional Intelligence on Learning Independence of Fifth and Sixth-Grade KMI Students at Modern Islamic Institution Darussalam Gontor Campus 2.” The objectives of this research are as follows: (1) To examine the effect of emotional intelligence, whether positive or negative, on the learning independence of fifth and sixth-grade KMI students at Modern Islamic Institution Gontor Darussalam Campus 2. (2) To determine the level of emotional intelligence among fifth and sixth-grade KMI students at Modern Islamic Institution Darussalam Gontor Campus 2 (3) To assess the level of learning independence among fifth and sixth-grade KMI students at Modern Islamic Institution Darussalam Gontor Campus 2. This research adopts a quantitative survey methodology, utilizing non-probability sampling through purposive sampling, which enables the selection of respondents based on predefined criteria aligned with the research objectives. To enhance the robustness of the analytical process, a split sampling technique was employed to segment the population into distinct subgroups. The initial subgroup was utilized for data validation using confirmatory factor analysis, while subsequent subgroups were engaged in the primary research phase. The analysis conducted using linear regression analysis and incorporates a correlation analysis for gaining a deeper understanding. Data analysis was conducted with the support of JASP software version 0.18.3.0. Emotional intelligence has a statistically significant positive effect on students’ learning independence. The Pearson correlation test revealed a correlation coefficient (r) of 0.538, with a p-value <0.001, indicating that higher emotional intelligence leads to greater learning independence. Most students demonstrate a “good” level of emotional intelligence (37%), supporting their learning autonomy, while 41.5% still exhibit a “moderate” level of independence. These findings underscore the vital role of emotional intelligence in fostering learning independence and highlight the need for strategies to enhance it for greater student independency. Drawing from these findings, the researcher provides the following recommendations: (1) This study serves as an academic reference for the advancement of emotional intelligence and learning independence within Islamic boarding schools and broader educational institutions. (2) Students are encouraged to develop greater awareness and proficiency in emotional regulation and to strengthen their learning independence through disciplined practices. (3) Educators are urged to deliver structured and intensive guidance in emotional management while facilitating and supporting the development of students' learning independence. Keywords: Effect, Emotional Intelligence, Learning Independence.

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