Analisis Pengaruh Kecerdasan Spiritual, Kecerdasan Emosional, dan Welas Diri terhadap Performa Akademik Siswa Sekolah Dasar
DOI:
https://doi.org/10.24256/pijies.v8i1.6378Keywords:
kecerdasan emosional, kecerdasan spiritual, performa akademik, sekolah dasar, welas diri, psikologi pendidikan, kesejahteraan siswa, kecerdasan non-kognitifAbstract
Tingginya stres akademik serta menurunnya performa akademis siswa sekolah dasar menunjukkan perlunya elaborasi lebih lanjut terhadap faktor-faktor pembentuk keberhasilan akademik, khususnya aspek non-kognitif yang selama ini kurang mendapatkan perhatian. Penelitian ini bertujuan untuk menganalisis pengaruh spiritual quotient (SQ), emotional quotient (EQ), dan self-compassion (SC) terhadap academic performance (AP) siswa sekolah dasar. Hipotesis yang diuji adalah adanya pengaruh signifikan ketiga variabel prediktor terhadap AP. Studi ini menggunakan pendekatan kuantitatif dengan desain non-eksperimental dengan partisipan berjumlah 51 siswa kelas 6 dari dua sekolah dasar di Indonesia yang dipilih melalui teknik accidental sampling. Data dikumpulkan menggunakan kuesioner adaptasi dari instrumen terstandar: SISRI-24 untuk SQ (α = 0.921), BEIS-10 untuk EQ (α = 0.922), dan SCS-SF untuk SC (α = 0.86). AP diukur menggunakan ACS (α = 0.74). Analisis regresi berganda menunjukkan bahwa ketiga variabel prediktor secara simultan signifikan (F = 6.580; p < 0.001) memengaruhi AP, ketiganya menjelaskan 25.1% variansi AP (Adjusted R² = 0.251). Secara parsial, hanya SQ yang berpengaruh signifikan terhadap AP (B = 0.551; p = 0.003), sedangkan EQ dan SC tidak signifikan (p > 0.05). Implikasi teoretis menunjukkan bahwa SQ merupakan prediktor kuat kinerja akademik siswa sekolah dasar. Temuan ini merekomendasikan penguatan pendidikan berbasis spiritual sebagai bagian dari pendekatan holistik dalam pengembangan akademik siswa.
References
Aini, I. D., & Widyasari, P. (2021). Correlational study on self-compassion and college adjustment among university freshmen during distance learning. International Journal of Research in Counseling and Education, 5(1), 97-107. https://doi.org/10.24036/00459za0002
Aji, P. T., & Rizkasari, E. (2021). Efektifitas terapi afirmasi positif dan relaksasi terhadap penurunan tingkat stres pada siswa Sekolah Dasar. Jurnal Sinektik, 4(2), 196-208. https://doi.org/10.33061/js.v4i2.6716
Akinwande, M. O., Dikko, H. G., & Samson, A. (2015). Variance inflation factor: as a condition for the inclusion of suppressor variable (s) in regression analysis. Open journal of statistics, 5(07), 754. http://dx.doi.org/10.4236/ojs.2015.57075
Ali, P., & Younas, A. (2021). Understanding and interpreting regression analysis. Evidence-based nursing, 24(4), 116–118. https://doi.org/10.1136/ebnurs-2021-103425
Augustin, N. H., Sauleau, E. A., & Wood, S. N. (2012). On quantile quantile plots for generalized linear models. Computational Statistics & Data Analysis, 56(8), 2404-2409. http://dx.doi.org/10.1016/j.csda.2012.01.026
Chan, S. M., Poon, S. F. O., & Tang, E. M. H. (2016). Daily hassles, cognitive emotion regulation and anxiety in children. Vulnerable Children and Youth Studies, 11(3), 238– 250. https://doi.org/10.1080/17450128.2016.1214887
Crone, E. A., Green, K. H., van de Groep, I. H., & van der Cruijsen, R. (2022). A neurocognitive model of self-concept development in adolescence. Annual Review of Developmental Psychology, 4, 273– 295. https://doi.org/10.1146/annurev-devpsych-120920-023842
Daoud, J. I. (2017, December). Multicollinearity and regression analysis. In journal of physics: Conference series (Vol. 949, No. 1, p. 012009). IOP Publishing. http://dx.doi.org/10.1088/1742-6596/949/1/012009
Davies, K. A., Lane, A. M., Devonport, T. J., & Scott, J. A. (2010). Validity and reliability of a Brief Emotional Intelligence Scale (BEIS-10). Journal of Individual Differences, 31(4), 198–208. https://doi.org/10.1027/1614-0001/a000028
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21. https://doi.org/10.1016/j.intell.2006.02.001
Di Pietro, G. (2023). The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis. Educational Research Review, 39, 100530. https://doi.org/10.1016/j.edurev.2023.100530
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Egan, H., O’Hara, M., Cook, A., & Mantzios, M. (2022). Mindfulness, self-compassion, resiliency and wellbeing in higher education: A recipe to increase academic performance. Journal of Further and Higher Education, 46(3), 301-311. http://dx.doi.org/10.1080/0309877X.2021.1912306
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. Sustainability, 13(4), 1721. https://doi.org/10.3390/su13041721
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. https://files.eric.ed.gov/fulltext/ED542543.pdf
Flatt, C., & Jacobs, R. L. (2019). Principle assumptions of regression analysis: Testing, techniques, and statistical reporting of imperfect data sets. Advances in Developing Human Resources, 21(4), 484-502. http://dx.doi.org/10.1177/1523422319869915
Gao, X. (2023). Academic stress and academic burnout in adolescents: a moderated mediating model. Frontiers in psychology, 14, 1133706. https://doi.org/10.1016/j.jad.2021.08.085
Haryanto, S. (2022). Reformulating the design of character education based on spiritual-religious values. Erudio: Journal of Educational Innovation, 9(2), 129-135. https://doi.org/10.5281/zenodo.8081276
Hope, N., Koestner, R., & Milyavskaya, M. (2014). The role of self-compassion in goal pursuit and well-being among university freshmen. Self and Identity, 13(5), 579–593. https://doi.org/10.1080/15298868.2014.889032
Huang, L., Chi, P., Wang, E., Bu, H., & Chi, X. (2024). Trajectories of complex posttraumatic stress symptoms among Chinese college students with childhood adversities: The role of self-compassion. Child Abuse & Neglect, 150, 106138. https://doi.org/10.1016/j.chiabu.2023.106138
Jabir, M. S., & Farooq, M. S. (2022). Development and Validation of Students’ Academic Performance Scale for Higher Secondary School Level. Global Social Sciences Review, VII(II), 447‒462. https://doi.org/10.31703/gssr.2022(VII-II).44
Jiang, S., Ren, Q., Jiang, C., & Wang, L. (2021). Academic stress and depression of Chinese adolescents in junior high schools: Moderated mediation model of school burnout and self-esteem. Journal of Affective Disorders, 295, 384-389. https://doi.org/10.1016/j.jad.2021.08.085
Kaya, F., Juntune, J., & Stough, L. (2015). Intelligence and its relationship to achievement. İlköğretim Online, 14(3), 1060-1078. http://dx.doi.org/10.17051/io.2015.25436
Keller, Simon & Huppert, Felicia A. (2021). The Virtue of Self-Compassion. Ethical Theory and Moral Practice 24 (2):443-458. https://link.springer.com/article/10.1007/s10677-021-10171-x
King, D.B. (2008) Rethinking Claims of Spiritual Intelligence: A Definition, Model, and Measure. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Master of Science, Peterborouge. Diakses melalui: https://www.thestateofus.net/msc-thesis.pdf
Kotera, Y., Lieu, J., Kirkman, A., Barnes, K., Liu, G. H. T., Jackson, J., ... & Riswani, R. (2022). Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement. Healthc 2022; 10: 1–13. https://doi.org/10.3390/healthcare10081439
Kwak S. (2023). Are Only p-Values Less Than 0.05 Significant? A p-Value Greater Than 0.05 Is Also Significant!. Journal of lipid and atherosclerosis, 12(2), 89–95. https://doi.org/10.12997/jla.2023.12.2.89
Leary, M. R., Tate, E. B., Adams, C. E., Allen, A. B., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: the implications of treating oneself kindly. Journal of personality and social psychology, 92(5), 887–904. https://doi.org/10.1037/0022-3514.92.5.887
Lee, K. J., & Lee, S. M. (2022). The role of self-compassion in the academic stress model. Current Psychology, 41(5), 3195-3204. https://doi.org/10.1007/s12144-020-00843-9
Limniou, M. (2021). The effect of digital device usage on student academic performance: A case study. Education Sciences, 11(3), 121. https://doi.org/10.3390/educsci11030121
Masing, M., & Astuti, K. (2022). Dropping out of the school: Factors and its impact on primary school in Indonesia. Psychosophia, 4(1), 10-18. https://doi.org/10.32923/psc.v4i1.1850
Memon, M. A., Ting, H., Cheah, J. H., Thurasamy, R., Chuah, F., & Cham, T. H. (2020). Sample Size for Survey Research: Review and Recommendations. Journal of Applied Structural Equation Modeling, 4, i-xx.
https://doi.org/10.47263/JASEM.4(2)01
Mertler, C. A., Vannatta, R. A., & LaVenia, K. N. (2021). Advanced and multivariate statistical methods: Practical application and interpretation. Routledge. http://dx.doi.org/10.4324/9781003047223
Midi, M. M., Cosmas, G., & Sinik, S. (2019). The effects of spiritual intelligence on academic achievement and psychological well-being of youths in kanibungan village, pitas. Journal of Southeast Asia Psychology (SAPJ), 7(3), 14-14. https://doi.org/10.51200/sapj.v7i3.5237
Musa, M., Arifin, A., Sukmawati, E., Zulkifli, Z., & Mahendika, D. (2023). The relationship between students’ spiritual and emotional intelligence with subjects learning outcomes. Journal on Education, 5(4), 11729-11733. http://jonedu.org/index.php/joe
Neff K. D. (2023). Self-Compassion: Theory, Method, Research, and Intervention. Annual review of psychology, 74, 193–218. https://doi.org/10.1146/annurev-psych-032420-031047
Neff, K. D., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-Compassion and Adaptive Psychological Functioning. Journal of Research in Personality, 41, 139-154.
https://doi.org/10.1016/j.jrp.2006.03.004
Neuenschwander, R., & von Gunten, F. O. (2024). Self-compassion in children and adolescents: a systematic review of empirical studies through a developmental lens. Current Psychology, 1-29. https://doi.org/10.1007/s12144-024-07053-7
Nieto-Carracedo, A., Gómez-Iñiguez, C., Tamayo, L. A., & Igartua-Perosanz, J. J. (2024). Emotional intelligence and academic achievement relationship: emotional well-being, motivation, and learning strategies as mediating factors. Psicología educativa, 30(2), 67-74. http://dx.doi.org/10.5093/psed2024a7
Praditya, G. M. E., Tagela, U., & Windrawanto, Y. (2023). Pengaruh Kecerdasan Emosional Dan Kecerdasan Spiritual Terhadap Prestasi Belajar Pada Peserta Didik. Jurnal Mahasiswa BK An-Nur: Berbeda, Bermakna, Mulia, 9(1), 167-176. http://dx.doi.org/10.31602/jmbkan.v9i1.9523
Putri, P. C. P., & Ismanto, H. S. (2025). Tingkat Stres Akademik pada Siswa Santi Witya Serong School Thailand. DA'WA: Jurnal Bimbingan Penyuluhan & Konseling Islam, 4(2), 50-60. http://dx.doi.org/10.36420/dawa.v4i2.610
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the Self-Compassion Scale. Clinical psychology & psychotherapy, 18(3), 250–255. https://doi.org/10.1002/cpp.702
Rizal, R. M., Sobarna, A., Ediansyah., & Alpen, J. (2024). Integrating intellectual, emotional, and spiritual intelligence to enhance academic achievement in pencak silat. Journal Sport Area, 9(3), 468-479. https://doi.org/10.25299/sportarea.2024.vol9(3).16343
Roeser, R. W., Colaianne, Blake, A., & Greenberg, M. A. (2018). Compassion and human development: Current approaches and future directions. Research in Human Development, 15, 238–251. https://doi.org/10.1080/15427609.2018.1495002
Shengyao, Y., Xuefen, L., Jenatabadi, H. S., Samsudin, N., Chunchun, K., & Ishak, Z. (2024). Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics. BMC psychology, 12(1), 389. https://doi.org/10.1186/s40359-024-01886-4
Sternberg, R. J. (2003). Wisdom, Intelligence, and Creativity Synthesized. London: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511509612
Sun, X., Updegraff, K. A., McHale, S. M., Hochgraf, A. K., Gallagher, A. M., & Umaña-Taylor, A. J. (2021). Implications of COVID-19 school closures for sibling dynamics among U.S. Latinx children: A prospective, daily diary study. Developmental psychology, 57(10), 1708–1718. https://doi.org/10.1037/dev0001196
Tam, H. L., Kwok, S. Y., Hui, A. N., Chan, D. K. Y., Leung, C., Leung, J., ... & Lai, S. (2021). The significance of emotional intelligence to students’ learning motivation and academic achievement: A study in Hong Kong with a Confucian heritage. Children and Youth Services Review, 121, 105847. https://doi.org/10.1016/j.childyouth.2020.105847
Verger, N. B., Shankland, R., & Sudres, J. L. (2022). High artistic achievements and low emotion dysregulation: The moderating and mediating role of self-compassion. Creativity Research Journal, 34(1), 68-84. https://doi.org/10.1080/10400419.2021.1962104
Wiyono, B. D. (2022). Pengaruh Stres Akademik dan Burnout terhadap Prestasi Belajar di Masa Pembelajaran Daring di SMPN 1 Galis Pamekasan. https://ejournal.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/47515
Yang, L. (2024). Double probability integral transform residuals for regression models with discrete outcomes. Journal of Computational and Graphical Statistics, 33(3), 787-803. http://dx.doi.org/10.48550/arXiv.2308.15596
Yuzarion, Y., Diponegoro, A. M., Prasetya, A. F., Taufikurrahman, A., Isma, A. I., & Anari, I. (2024). The contribution of self-regulated learning, self-awareness, and spiritual intelligence to academic achievement. Psikologika: Jurnal Pemikiran dan Penelitian Psikologi, 29(1), 91–106. http://dx.doi.org/10.20885/psikologika.vol29.iss1.art6
Zein, A., Budianti, Y., & Maruhawa, U. S. (2022). The Relationship between Spiritual Intelligence and Emotional Intelligence with Learning Outcomes Akidah Akhlak Students in Madrasah Ibtidaiyah. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 4(1), 200-208. http://dx.doi.org/10.37680/scaffolding.v4i1.1250
Zhou, Z., Tavan, H., Kavarizadeh, F., Sarokhani, M., & Sayehmiri, K. (2024). The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis. BMC medical education, 24(1), 217. https://doi.org/10.1186/s12909-024-05208-5
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Aqmal Maulana Saputra, Muhammad Syauqi Fadhlillah, Muhamad Ikbal Sultoni, Rayie Rizaldien Nabawi, Ilmi Hakim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright notice:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) (https://creativecommons.org/licenses/by-sa/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
This is an open access article under the 