CD Tesis

Pengaruh Kecerdasan Emosional dan Literasi Numerasi Terhadap Kinerja Guru Matematika SMA Negeri kota Pekanbaru

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This research aims to examine the extent to which emotional intelligence and numeracy literacy contribute to the performance of mathematics teachers at Pekanbaru City Public High Schools. Teacher performance in this context is measured based on their ability to plan learning, implement the learning process, carry out evaluation of the learning process and implement follow-up plans.
This research uses a quantitative approach with a survey research design. The research sample consisted of 99 mathematics teachers selected using probability sampling from all state high schools in Pekanbaru City. Data was collected through a questionnaire that measured the variables of emotional intelligence, numeracy literacy and teacher performance. The research instruments used have been tested for validity and reliability. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis. Inferential statistical analysis is carried out using linear regression and multiple linear regression to test the partial and simultaneous influence of the independent variable on the dependent variable.
The results of data analysis show that partially and simultaneously, emotional intelligence and numeracy literacy have a significant relationship and influence on mathematics teacher performance. The relationship is 0.755 (75.50%), with a correlation value of 75.50%, this shows that there is a strong relationship between emotional intelligence and numeracy literacy together on the performance of Mathematics teachers, with P value/sig equal to 0.000 < 0.05, so it can be concluded that there is a significant relationship between the two variables. The magnitude of the influence is 57% with a moderate interpretation, because there is still 43% determined by other factors that are not part of this research. This effect is illustrated by every one unit increase in emotional intelligence followed by an increase in Mathematics teacher performance of 0.170 one unit with the assumption that the numeracy literacy variable remains constant and each one unit increase in numeracy literacy followed by an increase in teacher performance of 0.503 one unit with the assumption that the intelligence variable emotional remains. This means that both emotional intelligence and numeracy literacy contribute to improving teacher and needs to be owned by a mathematics teacher. Increasing emotional intelligence and numeracy literacy in mathematics teachers is expected to improve the quality of mathematics learning in schools.
Keywords: Emotional Intelligence, Numeracy Literacy, Mathematics Teacher, Teacher Performance.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2210248114

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Administrasi Pendidikan., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2210248114

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ADMINISTRASI PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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