Al-Bahra, Partono | Emotional Maturity Relations, Economic Level, Interests and Learning Styles ….

Journal Educational of Nursing (JEN) Article history:

Vol. 5 No. 2 – July – December 2022; page 42-52 Received: May 28th, 2022
p-ISSN: 2655-2418; e-ISSN: 2655-7630 Revised: June 12th, 2022
journal homepage: https://ejournal.akperrspadjakarta.ac.id Accepted: July 19th, 2022
DOI: 10.37430/jen.v5i2.130

Emotional Quotient Relations, Economic Level, Interests and Learning

Styles on Student Achievement Grade Point Average (GPA)
at Muhammadiyah University Banten
Al-Bahra1, Partono Siswosuharjo2
Information Technology Education Study Program- Raharja University, Tangerang–Indonesia1
Information Systems Study Program, University of Muhammadiyah Banten2
e-mail: albarha@raharja.info1, partono.siswosuharjo@umbanten.ac.id2

Abstract
This study aims to determine the relationship between emotional quotient, economic
level, interests and learning styles with the level of achievement of the cumulative grade
point average (GPA) of students at the University of Muhammadiyah Banten. This type
of research uses a cross sectional design. The results of this study were 68% of the
respondents who got a 2.00-2.75 GPA, 28% who got a 2.76-3.50 GPA and 4% of the
total respondents who got a 3.51-4.00 GPA. . Meanwhile, respondents who had type E
personality (Empitizing) were 48%, who had type S personality (Systemising) were
48% and type B (Balance) were 4%. The learning style of students who fall into the
Accommodator category is 4%, assimilator is 48% and divergent is 48%. The results of
bivariate analysis calculations show that the largest percentage is found in student
respondents with a divergent learning style with a GPA of 2.00-2.75 of 80.6% and the
lowest percentage is found in students with a GPA of 3.51-4.00 with a learning style
that is same, that is, divergent. While student allowances that fall into the category of
large allowances are as much as 80%, moderate allowances are as much as 71.8% and
small economic allowances are as much as 57.7%. The results of the bivariate analysis
showed that the largest percentage was found in respondents with a GPA of 2.00-2.75
with a large allowance of 80% and the lowest percentage was found in respondents with
a GPA of 3.51-4.00 with a small allowance of 7.7. Interest in student computer science
education as much as 34.7% of students are interested in computer science, as much as
20% are hesitant, and as much as 45.3% are not interested in computer science. The
results of bivariate analysis show that the largest percentage is found in respondents
who are not interested in computer science with a GPA of 2.00-2.75 at 84.6% and the
smallest percentage is in respondents who are interested in computer science with a
GPA of 3.51-4 .00 of 5.9%.

Keywords: Emotional Maturity, Economic Level, Learning Style, Grade Point Average
(GPA)

Introduction the college where they study. Entering the

early stages of college, a student is
Students are a group of individuals in certainly required to be able to adapt to
society who obtain their status through the campus environment, class

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environment, and friends. Emotionally, efforts to improve the quality of

undergraduate students usually feel education, especially in learning
uncomfortable with new friends or happy achievement, emphasize more on
with new friends. handling external factors such as
This transition is a tough time for increasing the welfare of educators,
students, where they will be required to developing educational facilities and
study more independently. In other infrastructure only. While there are two
words, students are required to be active things that affect learning achievement
in the teaching and learning process according to Bandura in cognitive theory,
through existing facilities and namely factors that come from outside
infrastructure, such as libraries, journals, and from outside students (Yuzarion,
and the internet. In addition, the 2017).
assignments given at the University There are other factors that cause a
require students to look for other person to be successful, namely
literature and develop their mindset in emotional intelligence. Daniel Goleman
completing the assignment. So that (2005) in his research shows that
through independent learning students intelligence contributes only 20 percent to
will achieve academic success which is the success of a person's life. The
marked by the Grade Point Average remaining 80 percent depend on
(GPA) and the Grade Point Average emotional intelligence, social intelligence
(GPA). and spiritual intelligence. Even in terms
Grade Point Average (GPA) is the of work success, intellectual intelligence
success rate of students completing the contributes only four percent.
study load according to the study plan Intellectual intelligence and emotional
taken. Intellectual intelligence is often intelligence are needed in the student
measured by the value of the grade point learning process. Intellectual intelligence
average, the score of a good grade point cannot function properly without
average or frequent class champions is a participating in the emotional
measure of one's success. The benchmark appreciation of the subjects delivered at
is not wrong but not one hundred percent tertiary institutions. The balance between
justifiable. This is in accordance with intellectual intelligence and emotional
Djamarah's opinion that the achievement intelligence is one of the keys to student
of learning outcomes is influenced by learning success in tertiary institutions.
various factors, both from within the Education in tertiary institutions does not
student (internal factors) and factors from only need to develop rational intelligence,
outside the student (external factors), one namely a model of understanding that
of which is study habits (Djamarah, students usually understand, but also
2011). needs to develop students' emotional
Student achievement or academic intelligence.
achievement is defined as learning The results of research conducted by
outcomes obtained from learning (Sari et al, 2014) found that the
activities that are determined through environment of parents such as
measurement and assessment and are motivation, work, economic conditions
cognitive (Putriku, 2018). (Suryabrata, and parents' education will influence
2008) defines academic achievement as learning success. Parents' motivation in
the final learning outcome in the form of the form of encouragement and reminders
symbols or numbers. According to for their children to study every day will
(Yuzarion, 2017), the government's influence their children to remain

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enthusiastic in learning. Parents' work one is 80% of 35 students, namely 31

will also affect the success of a child's people and level two is 80% of 57
learning. This is because the parents' students, namely 44.20 or rounded up to
work is related to the income they earn to 44 people. So that the total number of
meet the living needs of their parents and respondents was 75 people.
their children/dependents.
This is in accordance with research Result
conducted (Imiliyah et al, 2014) if
socioeconomic status has a positive and 1. Results of Univariate Analysis
significant effect on learning Learning achievement
achievement. In addition, according to
(Barr, 2015), family socio-economic Table-1 Frequency distribution of the cumulative
status is one of the strongest predictors grade point average (GPA) of first and second
grade students at the Muhammadiyah University
that affect academic achievement which of Banten in the 2012/2013 Academic Year.
will also affect educational attainment. Grade Point Number of Percentage
Based on the problems above, the Average (GPA) Respondents (%)
researchers conducted a study to 2,00-2,75 51 68
determine the relationship between 2,76-3,50 21 28
emotional quotient, economic level, 3,51-4,00 3 4
Total 75 100
interests and learning styles with the level
of achievement of the cumulative grade
Table-1 shows that 51 students achieved a
point average (GPA) of students at the
GPA of 2.00-2.75, 21 students achieved a
University of Muhammadiyah Banten.
GPA of 2.76-3.50 and 3 respondents
achieved a GPA of 3.51-4.00 student
Method
person.
This type of research uses a cross-
sectional design, which is a study to study
the dynamics of the correlation between Emotional Quotient (EQ)
risk factors and effects, by way of Table-2 Emotional Quotient of level I and II
approach, observation or data collection students at the University of Muhammadiyah
at one time. The population of this study Banten.
were first and second level students at the Emotional Number of Percentage
Muhammadiyah University of Banten. Quotient Respondents (%)
(EQ)
Samples were taken using a restricted
Type B 3 4
random sample (Restrected Random Type S 36 48
Sample) by first grouping them into sub- Type E 36 48
populations. Total 75 100
The sample in this study were first and
second level students at Muhammadiyah Table-2 shows that the emotional
Banten University who were grouped maturity of students who enter into type
based on the achievement of grade point B (Balance) are 4 people, type S
average scores (2.00-2.75, 2.76-3.50 and (Systemising) are 36 people and type E
>3.51), so the sample used was 75 (Empitizing) are 48 people.
students. The researcher used a
proportional stratified random sampling Learning Style
technique, where the number of samples
taken was adjusted to the size of the
population at each academic level. Level

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Total 75 100
Table-3. Learning Styles of Level I and II
Students at the University of Muhammadiyah In table-4 it shows that student
Banten
Learning Number of Percentage
allowances that fall into the Big Pocket
Style Respondents (%) Money category are 10 people, Medium
Accomodator 3 4 Pocket Money are 39 people and Small
Assimilator 36 48 Pocket Money are 27 people
Divergent 36 48
Total 75 100
Table-3 shows that the learning styles of Interested in Computer Science
students who fall into the Accommodator
Table-5. Student Interested in Computer Science
category are 3 people, 36 are assimilator at the University of Muhammadiyah Banten.
and 36 are divergent Interested Number of Percentage
Respondents (%)
Pocket Money Interested 26 34.7
Doubtful 15 20
Table-4 Banten Muhammadiyah University Not 34 45.3
Student Pocket Money interested
Pocket Number of Percentage Total 75 100%
Money Respondents (%)
Big 10 13.3 Table-5 shows that 26 students are
Pocket interested in computer science, 15 are
Money
Medium 39 52.0
hesitant, and 34 are not interested.
Pocket
Money 2. Results of Bivariate Analysis
Little 26 34.7 Emotional quotient relationship to the
Pocket achievement of the cumulative grade
Money
point average of students

Table-6. Emotional quotient relationship to the achievement of the cumulative grade point average of
students at the Muhammadiyah University of Banten
GPA
Amount
Emotional Quotient 2,00-2,75 2,76-3,50 3,51-4,00 p value <0,05
n % n % n % n %
Type E 29 80.6 7 19.4 0 0 36 100
0,159
Type S 20 55.6 14 40.2 2 4.2 36 100
Type B 2 50 2 50 0 0 4 100
Amount 51 62.1 21 36.5 3 1.4 75 100

The analysis table above shows that students with a GPA of 2.75-3.50 who
the emotional quotient relationship to the have a percentage of 40.2% and 2
achievement of the cumulative academic students with a GPA of 3.51-4. 00 with a
achievement index of students is obtained percentage of 2.7%. In Type B there are 2
in type E, as many as 29 students who students with a GPA of 2.00-2.75 with a
have a GPA of 2.00-2.75 with a percentage of 50%, 2 students with a
percentage of 80.6%, then there are 7 GPA of 2.75-3.50 with a percentage of
students who obtain a GPA of 2.76-3, 50 50% and no students with a GPA of 3.51-
with a percentage of 19.4%, and no one 4.00.
has a GPA of 3.20-4.00. For type S there The results of the above analysis show
are 20 students who have a GPA of 2.00- that the largest percentage is found in
2.75 with a percentage of 57.1% and 14 personality type E students with a

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percentage of 80.6% with a GPA of 2.00- 0.05) which proves that there is no
2.75 and the smallest percentage is found significant relationship between EQ and
in students with type S personality with a GPA achievement.
percentage of 2.7% with a GPA of 3.51-4 The relationship of learning styles to
,00. The results of the statistical test with the achievement of student grade point
chi square obtained a p value = 0.169 (p average scores
value is greater than the value of α =
Table-7. The relationship between learning styles and the cumulative grade point achievement of students
at the Muhammadiyah University of Banten
GPA
Amount
Learning Style 2,00-2,75 2,76-3,50 3,51-4,00 p value <0,05
n % n % n % n %
Divergent 29 80.6 5 13.8 2 5.6 36 100
0.03
Assimilator 21 58.3 15 41.7 0 0 36 100
Accommodator 1 33.3 2 66.7 0 0 3 100
Amount 51 57.4 22 40.7 3 1.9 75 100

The results of the analysis table show GPA of 2.76-3.50 and a percentage of
that the relationship between learning 66.7% and no students with a GPA of
styles and the achievement of the 3.51-4.00.
cumulative academic achievement index Based on the above results it was
of students is obtained through divergent found that the largest percentage was
learning styles, as many as 29 students found in students with a diverging type of
with a GPA of 2.00-2.75 and a percentage learning style of 80.6% and the lowest
of 80.6% and 5 students with a GPA of percentage was found in students with an
2.75-3. 50 and a percentage of 13.8% and accommodator type learning style of
2 students with a GPA of 3.20-4.00 and a 33.3%. The results of the statistical test
percentage of 2.9%. There are 21 students with chi square obtained a p value = 0.03
with an assimilator learning style with a (p value is greater than the value α =
GPA of 2.00-2.75 and a percentage of 0.05) which proves that there is a
58.3% and 15 students with a GPA of significant relationship between learning
2.75-3.50 and a percentage of 41.7% and styles and GPA achievement.
no students have a GPA of 3.51- 4.00.
Accommodator learning styles include 1 The relationship of pocket money to
student with a GPA of 2.00-2.75 and a the achievement of the cumulative
percentage of 33.3%, 2 students with a grade point average of students

Table-8. The relationship between pocket money and the cumulative achievement index of students at the
Muhammadiyah University of Banten
GPA
Amount
Pocket Money 2,00-2,75 2,76-3,50 3,51-4,00 p value <0,05
n % n % n % n %
Big Pocket Money 15 57.7 9 34.6 2 7.7 26 100
0.284
Medium Pocket Money 28 71.8 11 28.2 0 0 39 100
Little Pocket Money 8 80 2 20 0 0 10 100
Amount 51 69.8 22 27.6 2 2.6 75 100

The results in the table above show cumulative academic achievement index
that the relationship between pocket of students is a small allowance, there are
money and the achievement of the 15 students who have a GPA of 2.00-2.75

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with a percentage of 57.7% and 9 From the results of the data analysis
students who have a GPA of 2.76-3. 50 above, it is known that the largest
with a percentage of 34.6% and those percentage is found in students with a
with a GPA of 3.51-4.00 with a GPA of 2.00-2.75 with a large allowance
percentage of 7.7%. There are 28 students and the smallest percentage is found in
with moderate pocket money who have a students with a GPA of 3.51-4.00 with a
GPA of 2.00-2.75 with a percentage of small allowance. The results of the
71.8% and 11 students who have a GPA statistical test using chi square obtained a
of 2.76-3.50 with a percentage of 28.2% p value = 0.284 (p value greater than α =
and no students with a GPA of 3 .51-4.00. 0.05) which proves that there is no
Students with large allowances are 8 significant relationship between pocket
students with a GPA of 2.00-2.75 with a money and GPA achievement.
percentage of 80%, 2 students with a
GPA of 2.76-3.50 with a percentage of The relationship between interested in
20% and no students with a GPA of 3.51- Computer Science and the achievement
4.00 . of cumulative grade point averages for
students

Table-9. The relationship between interested in computers and the achievement of the cumulative GPA of
students at the Muhammadiyah University of Banten
GPA
Interested in Computer Amount
2,00-2,75 2,76-3,50 3,51-4,00 p value <0,05
Science
n % n % n % n %
Interested 22 84.6 4 15.4 0 0 26 100
Doubtful 12 80 3 20 0 0 15 100 0.039
Not interested 17 50 15 44.1 2 5.9 34 100
Amount 51 71.5 26.5 29.3 2 2 75 100

The analysis table above shows that 20% and 2 students with a GPA of 3.51-
the relationship between interest in 4.00 with a percentage of 5.9%.
computer science and the achievement of The results of the data analysis above
the cumulative academic achievement show that the highest percentage is found
index of students shows that those who in students with a GPA of 2.00-2.75 who
are not interested are 22 students who say they are not interested in computer
have a GPA of 2.00-2.75 with a science and the lowest percentage is
percentage of 84.6% and 4 students who found in students with a GPA of 3.51-
have a GPA of 2. 76-3.50 with a 4.00 who say they are interested in
percentage of 15.4% and no students have computer science. The results of the
a GPA of 3.20-4.00. Students who statistical test with chi square obtained a
answered doubtfully there were 12 p value = 0.039 (p value smaller than the
students who had a GPA of 2.00-2.75 value α = 0.05) which proves that there is
with a percentage of 80% and 3 students a significant relationship between interest
who had a GPA of 2.76-3.50 with a in computer science and GPA
percentage of 20% and no students with a achievement.
GPA of 3.51- 4.00. Students who
answered not interested were 17 students Discussion
with a GPA of 2.00-2.75 with a
percentage of 50%, 15 students with a Overview of the Cumulative Grade
GPA of 2.76-3.50 with a percentage of Point Average (GPA)

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The process of achieving a satisfactory that there is no relationship between

GPA can be influenced by various things. Emotional Quotient and GPA
From table-1 it is found that students who achievement.
get a GPA of 2.00-2.75 are 68%, those Emotional maturity or emotional
who get a GPA of 2.76-3.50 are 28% and quotient is likely to influence academic
those who get a GPA of 3.51-4.00 are 4% achievement. However, the results of this
of the total total respondents. High or low study turned out to be unrelated. This can
academic achievement or learning happen because the process of filling out
outcomes can be influenced by many the questionnaire is inaccurate and is not
factors. Factors that affect academic carried out by experts in the field of
achievement are factors from within the psychology directly. In the process of the
individual and factors that come from Emotional Quotient test if done in the
outside the individual (Ahmadi and right way it will produce accurate data for
Supriyono, 2004). a study.
Factors from within the individual or Goleman (2005) states that education
internal factors include physiological that is accompanied by emotions tends to
factors, namely body health and the be easier and more memorable. Student
functioning of the five senses, especially achievement and success in learning is
sight, hearing, and mental health; not only determined by intellectual
psychological factors, namely intelligence but also determined by the
intellectual, talent, certain personality harmony of development between
elements such as attitudes, habits, intellectual intelligence and emotional
interests, needs, motivation, emotional intelligence. Students with high
intelligence, adjustment. The factors that emotional intelligence tend to think
come from outside the individual or before taking an action and also really
external factors are the family understand the questions to be answered
environment, educational environment, so they have no difficulty in finding
community environment, and group or answers that are in themselves and in
community environment or friends. others.
While students with relatively low
Relationship of Emotional Maturity to emotional intelligence tend to have
GPA Achievement difficulty finding answers within
themselves so that they also have
The results of the study in table-2 difficulty understanding the questions to
show that 48% of student respondents be answered and result in the questions
have type E (Empitizing) personality, being answered to be inappropriate or
48% have S type (Systemising) unsure of what they are doing. Emotional
personality and 4% type B (Balance) intelligence plays a significant role in
personality. Based on table-2, the highest achieving student learning outcomes
percentage is found in student because it can increase self-awareness so
respondents who have personality types E that students can more easily concentrate
and S with a GPA of 2.00-2.75 and a and be more diligent in completing
GPA of 2.76-3.50, amounting to 48%, the assignments.
lowest percentage is found in student A student declared successful is not
respondents who have type S personality only influenced by intellectual
with a GPA of 3.51-4.00 by 4%. The intelligence, socio-economic conditions,
results of the Chi square test obtained a p interest and willingness, as well as
value of 0.159 with α = 0.05, this shows student learning motivation. Theoretically

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and conceptually emotions have been Demikian juga penelitian yang telah
explained that a person manages his dilakukan oleh (Afrizal, 2009)
emotions when he is experiencing menyatakan bahwa terdapat pengaruh
tension. When tension arises, sometimes positif dan signifikan gaya belajar
people don't realize that there is a loss of terhadap prestasi belajar siswa.
energy because they are trapped in an Research that has been conducted by
unpleasant mood so they lose enthusiasm (Prasetya, 2012) states that learning styles
and tenacity. The feeling of alert also greatly affect student learning outcomes.
disappears automatically affecting the In this study it was stated that the more
ability to pay attention to anything or appropriate the use of learning styles, the
anyone carefully and seriously. This higher the learning achievement of
causes a decrease in emotional students.
intelligence and interferes with The learning style that is owned as the
relationships with other people. talent of each individual in learning
something. So that learning style is very
The relationship between learning influential on achieving GPA. And the
styles and GPA achievement application of learning styles that are
adapted to the way students learn is a
The results of the research in table-3 positive value for supporting GPA.
show that the learning style of students Research on learning styles has been
who fall into the Accommodator category carried out by many other researchers,
is 4%, assimilator is 48% and divergent is this is a positive contribution, especially
48%. The results of the calculation of for people who are concerned about
bivariate analysis in table-7 show that the education in Indonesia. The government
largest percentage is found in students also focuses on the learning styles of
with divergent learning styles with a GPA students as a reference in the teaching and
of 2.00-2.75 of 80.6% and the lowest learning process, so that graduates are
percentage is found in students with a produced who have the desired quality.
GPA of 3.51-4.00 with the same learning This is manifested in the latest
style, namely divergent. The chi square Government Regulation on National
results obtained a p value = 0.03 (p value Education Standards.
is greater than the value α = 0.05). This
shows that there is a relationship between Relationship of Student Pocket Money
Learning Style and GPA achievement. to GPA achievement.
Hal ini sejalan dengan penelitian
sebelumnya yang dilakukan oleh The results of the analysis show that
(Hardiansyah, 2015) yang menyatakan the largest percentage is found in students
bahwa terdapat pengaruh positif antara with a GPA of 2.00-2.75 with a large
gaya belajar terhadap prestasi akademik allowance and the smallest percentage is
mahasiswa. Selain itu, penelitian found in students with a GPA of 3.51-
sebelumnya yang dilakukan oleh (Al- 4.00 with a small allowance. The results
Saud, 2013) menyebutkan bahwa terdapat of the statistical test with chi square
perbedaan yang signifikan pada nilai rata- obtained a p value = 0.284 (p value
rata IPK dengan gaya belajar mahasiswa. greater than the value α = 0.05) which
(Kusumayanti, 2009) juga menyebutkan proves that there is no significant
adanya pengaruh positif dan signifikan relationship between pocket money and
gaya belajar siswa terhadap prestasi GPA achievement.
belajar pada mata pelajaran akuntansi.

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Terdapat beberapa hal yang who are have high economic capacity.
mempengaruhi seseorang dalam belajar Supported by teaching staff who don't
seperti relasi antara anggota keluarga, make handouts too much and use more
suasana rumah tangga, cara orang tua practicum learning systems, considering
mendidik dan keadaan ekonomi keluarga that most students at the University of
(Chotimah et al., 2017). Muhammadiyah Banten have more
Low socioeconomic status owned by Divergent and Assimilator learning
families is more often associated with low styles.
income and low educational standards, so
they do not have connections over social Relationship of Interested in Computer
access which causes their children to be Science to GPA achievement
at risk of academic problems (Chung,
2015). In addition, higher socioeconomic The results of the univariate analysis
status can give individuals confidence in in table-5 show that 34.7% of students are
facing various challenges in fulfilling interested in computer science, 20% are
their life goals, especially the challenges hesitant, and 45.3% are not interested in
faced by children in school (Jaya & computer science.
Pamungkur, 2016). The results of bivariate analysis in
The socio-economic situation of a table-9 show that the largest percentage is
family can affect the development of a found in student correspondents who are
child. Adequate economic conditions can not interested in computer science with a
give children the opportunity to develop GPA of 2.00-2.75 of 84.6% and the
the skills they have. Even so, there are smallest percentage is in student
some of them who have financial correspondents who are interested in
limitations, but this is also used by them computer science with achievement GPA
as a motivation to study harder in order to 3.51-4.00 of 5.9%. The p value is 0.39
get a good GPA which they can use to get with α=0.05. This shows that there is a
scholarships (Gerungan, 2004). The relationship between interest in computer
results of this study are in line with science and GPA achievement.
research (Kusuma, 2017) where Specialization in computer subjects is
socioeconomic status has a positive and likely to influence the GPA that students
significant influence on learning achieve. This is because in order to start
achievement. something, one has to be interested first
It is possible that the amount of and then he will start doing it deeper and
student pocket money will affect the better than before. However, interest
achievement of GPA because all daily alone is not enough to help students
needs require funding, while students are achieve high GPA scores, the role of the
still in the learning process where they support of the surrounding environment,
need funds that are large enough to meet especially the family, is an important
learning needs and daily needs. And the factor in achieving GPA. Improving the
results of the study stating that pocket quality of the teaching and learning
money is not related to achieving GPA, process, complementing the quality of
this is because more student respondents facilities and infrastructure, as well as
come from areas outside the city and the adequate Human Resources (HR) can
majority of outstanding students come help increase interest and provide
from underprivileged families, so the motivation for students to achieve student
motivation to succeed from students who GPA scores.
cannot afford it is greater than students

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Summary 5. Chotimah, L. N., Ani, H. M., &

Widodo, J. (2017). Pengaruh Status
There is a relationship between Sosial Ekonomi Orang Tua Terhadap
Learning Style and the achievement of Prestasi Belajar Siswa (Studi Kasus
student Grade Point Average (GPA) Siswa Kelas VIII SMP Negeri 1
scores, and there is a relationship between Jember Tahun Ajaran 2016/2017).
interest in computer science and the Jurnal Pendidikan Ekonomi: Jurnal
achievement of student Grade Point Ilmiah Ilmu Pendidikan, Ilmu
Average (GPA) scores at the University Ekonomi, Dan Ilmu Sosial, 11(1):
of Muhammadiyah Banten. On the other 75–80.
hand, there is no relationship between 6. Chung, K. K. (2015). Socioeconomic
Emotional Quotient and the achievement Status and Academic Achievement.
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