Pengaruh Kecerdasan Intrapersonal Terhadap Hasil Peserta Didik
Keywords:
intrapersonal intelligence; learning outcomes; Islamic Religious Education; multiple intelligences; junior high school studentsAbstract
This study investigates the effect of intrapersonal intelligence on students’ learning outcomes in Islamic Religious Education at a public junior high school. A quantitative correlational design was employed involving 159 eighth-grade students selected through cluster random sampling. Data were collected using an intrapersonal intelligence questionnaire and a cognitive achievement test. The instruments were validated and tested for reliability prior to data collection. The data were analyzed using descriptive statistics and inferential statistics, including prerequisite tests, Pearson correlation, and simple linear regression. The results show that intrapersonal intelligence has a statistically significant effect on students’ learning outcomes (p < 0.05). However, the magnitude of the relationship is relatively weak (r = 0.199), and the coefficient of determination indicates that intrapersonal intelligence explains only 4% of the variance in learning outcomes (R² = 0.040). These findings suggest that although intrapersonal intelligence contributes to academic achievement, it is not a dominant factor and should be viewed as a complementary variable among many other determinants of learning success. The study highlights the importance of integrating self-awareness and self-regulation development into instructional practices, particularly in Islamic Religious Education.
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