The Relationship Between Interpersonal Intelligence and Student Learning Outcomes in the Social Studies Curriculum for Fourth-Grade Elementary School Students

• Diman Nurjaman

  Universitas Muhammadiyah Tasikmalaya

  Author

• Anggia Suci Pratiwi

  Universitas Muhammadiyah Tasikmalaya

  Author

• Sunanih

  Universitas Muhammadiyah Tasikmalaya

  Author

This study aims to investigate the relationship between interpersonal intelligence and learning outcomes of grade 4 students, focusing on the social challenges that students face, such as low social relationships, lack of empathy, and conflicts between friends. The title of this study is “The Relationship between Interpersonal Intelligence and Student Learning Outcomes in Grade IV Social Studies”. This study involved 21 4th grade students and used correlation analysis with a value of 0.644, which indicates a strong relationship. Distribution data showed normality with a sig value = 0.200 (α = 0.05). Analysis methods included simple linear regression and t-test. The study results showed social sensitivity with a high proportion in 11.9%, middle class 16%, and low class 6.4%. Social insight was also high at 13.9%, average at 18%, and low at 67%. Social traffic credibility showed a high level of 7.9%, an average of 15.4%, and a low of 3.8%. These findings confirm the existence of a positive and significant relationship between interpersonal intelligence and social studies learning outcomes, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.

• PDF

Copyright (c) 2024 Diman Nurjaman, Anggia Suci Pratiwi, Sunanih (Author)

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Open Access, Copyright, and Licensing

KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran provides immediate open access to its published content based on the principle that making scholarly research freely available to the public supports a wider global exchange of knowledge.

Copyright of articles published in KOLEKTIF remains with the author(s). By submitting and publishing an article in this journal, the author(s) grant KOLEKTIF the right of first publication.

All articles published in KOLEKTIF are licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

Under this license, readers and users are free to:

• Share — copy and redistribute the material in any medium or format;

• Adapt — remix, transform, and build upon the material for any purpose, including commercial purposes.

These permissions are granted provided that appropriate credit is given to the original author(s) and the original source of publication, a link to the license is provided, and any changes made are indicated.

If users remix, transform, or build upon the published material, they must distribute their contributions under the same license as the original work, namely the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0), or another license compatible with its terms.

The author(s) retain copyright and may enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work, provided that the initial publication in KOLEKTIF is clearly acknowledged.

KOLEKTIF does not charge readers or institutions for access to its published articles. All published content is made freely available online in accordance with the journal's open access policy.

Authors are responsible for ensuring that their manuscripts comply with applicable copyright, ethical, and legal requirements. Authors must obtain appropriate permission to reproduce copyrighted materials, including figures, tables, photographs, illustrations, musical examples, audiovisual materials, and other third-party content where required.

The views and opinions expressed in published articles are those of the author(s) and do not necessarily reflect the views of the Editorial Board, KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, or CV ALFA EDU KARYA.