ANALYSIS OF INTERPERSONAL AND EMOTIONAL INTELLIGENCE STUDENTS IN INFORMATICS LEARNING IN TJKT DEPARTMENT

Interpersonal intelligence is intelligence in a person's interactions with other people. Meanwhile, emotional intelligence is a person's ability to control their emotions intelligently. This research aims to evaluate Student’s interpersonal and emotional intelligence in the Informatics subject majoring in TJKT at SMK Negeri 1 Sintang. This research used the Mix Method, qualitative and quantitative descriptive forms, with teachers and 49 students as the subject. The object of this research is interpersonal intelligence and emotional intelligence. The data collection techniques used are observation techniques, direct and Indirect communication techniques, and documentation. Meanwhile, data collection tools are observation sheets, interview sheets, questionnaires and documentation. The research results show that interpersonal intelligence 1) empathetic attitude 79%, 2) prosocial attitude 80%, 3) self-awareness 69%, 4) understanding of social and ethical situations 81%, 5) effective problem solving skills 71%, 6) communication effective 76% and 7) effective listening 79%, while emotional intelligence 1) Self-awareness 79%, 2) Managing emotions 77%, 3) Empathetic attitude 78%, 4) Using emotions productively 79%, 5) Building relationships 89% . So it can be concluded that students' interpersonal intelligence and emotional intelligence have a significant relationship to learning outcomes.


INTRODUCTION
Vocational education is a form of secondary education in Indonesia.Vocational education provides various skills and knowledge to students so that the students are able to do certain jobs that are needed, both for themselves, the world of work and the development of their nation.Vocational education is secondary education that prepares students primarily to work in certain fields.Meanwhile, Vocational High School, which is part of vocational education, is a form of formal education unit that provides vocational education at the secondary education level.Government Regulation No. 73 of 1991, article 3 paragraph 6 states that: vocational education is education that prepares students to be able to work in a certain field.
The main aim of vocational and vocational education is to prepare a skilled workforce.In Indonesia, the term vocational education for secondary education is for example SMK/MAK and vocational education for higher education is Academy, High School, Polytechnic, Institute and University.Juridically, it can be seen in the National Education System Law (Sisdiknas) Number 20 of 2003.Article 15 of the National Education System Law.Vocational education policies include: (1) economic policies, (2) employment policies, and (3) cultural policies.In terms of economic policy, vocational education makes a huge contribution to improving the quality and productivity of the business world and the national economic system, both quantitatively and qualitatively.Economic growth cannot be achieved without the availability of qualified and well-managed human resources.In the process of achieving vocational education goals, a person will improve their technical skills and also improve their interpersonal intelligence and emotional intelligence abilities (Jama, 2018).
According to research by Muryastuti & Sugiharto (2016) interpersonal intelligence is the ability to understand and collaborate with other people.This intelligence requires the ability to absorb and be responsive to the moods, temperaments, intentions and desires of other people.Interpersonal intelligence will show a child's ability to relate to other people.High interpersonal intelligence allows people to collaborate with other people and synergize to produce positive results.According to Yunia's research (2019), emotional intelligence is the ability to recognize feelings, their meaning, and control feelings in depth, thus helping emotional and intellectual development.So, emotional intelligence is a condition where a person is able to understand himself, understand other people, and is able to manage the emotions he feels in responding to pressure demands.Interpersonal intelligence and emotional intelligence lie in a person's ability to establish relationships and communicate with other people effectively.
Interpersonal intelligence certainly has a big influence on vocational school students, because with the many obstacles in the social world experienced by vocational school students, students will feel like they have failed in developing interpersonal intelligence.In this way, interpersonal intelligence is very helpful for vocational school students so that students can interact and socialize with other people.Vocational school students who find it difficult to develop supportive relationships with their peers are described as aggressive children, tending to be insensitive, uncaring, selfish or very concerned with their own egoism.By having interpersonal intelligence this is a factor in students being able to feel what other people feel, being able to give the right response so that other people feel comfortable, being able to understand, interact with other people and with this interpersonal intelligence it can help vocational school students relate to their daily lives. .So that the process felt by students gives rise to emotional intelligence, which is also a very important factor influencing the learning outcomes of vocational school students (Sukistiawati, 2014).
Interpersonal intelligence and emotional intelligence are closely related in shaping the social abilities of vocational school students.According to research by Nurfadhilah (2015), emotional intelligence needs to be understood, owned and paid attention to in its development, considering that today's life conditions are increasingly complex.This increasingly complex life has a very bad impact on the emotional life constellation of vocational school students.The relationship between interpersonal intelligence and emotional intelligence are two things that cannot be separated, because emotional intelligence includes skills, namely interpersonal intelligence skills.These two intelligences refer to the ability of students' learning outcomes in vocational schools to be able to understand themselves, manage emotions, utilize emotions productively, empathize and build relationships, a sense of empathy, prosocial attitudes, self-awareness, understanding of social situations and social ethics, problem solving skills.effective, effective communication, and effective listening.
Teachers and schools have a very important role in fostering the learning process of vocational school students, especially in developing interpersonal intelligence and emotional intelligence.Interpersonal intelligence is the ability to interact and communicate with other people effectively and positively.This intelligence is very important for developing good relationships between students, teachers, and the school environment as a whole.Teachers can help develop students' interpersonal intelligence by providing opportunities to work in groups, discuss, and collaborate with other people.Schools can also facilitate extracurricular activities that encourage students to interact and work together in teams.Emotional intelligence, on the other hand, is the ability to recognize, understand, and regulate one's own and others' emotions.This intelligence is critical in helping students cope with stress, develop self-confidence, and resolve conflicts in a positive and effective way.Teachers can help develop students' emotional intelligence by providing opportunities to talk about their emotions, teaching emotion regulation techniques, and providing constructive feedback.Schools can also provide emotional support, such as counseling, for students who need it (Solehudin, 2018).

METHOD
The research method used is mixed methods.Mixed methods research is designed to obtain information about the status of symptoms at the time the research was conducted, in this research, namely regarding interpersonal intelligence and emotional intelligence of students studying informatics at SMK Negeri 1 Sintang.According to (Sugiyono, 2017), "Mixed methods is a procedure for collecting, analyzing and mixing quantitative and qualitative methods in a research or series of research to understand research problems.Likewise, the procedure applied in this research, namely applying qualitative methods and quantitative methods simultaneously in one study.
Qualitative methods are used to analyze the application of learning models.Meanwhile, quantitative methods are used to analyze the role of learning models on students' intelligence.

Interpersonal
intelligence in informatics learning among students at SMK Negeri 1 Sintang.Based on the results of questionnaire analysis from students, in the questionnaire there were students who were in the very good category of interpersonal intelligence with a percentage of 76-100%, 19 students who were in the good category of interpersonal intelligence with a percentage of 51-75%, students those in the interpersonal intelligence category are quite good with a percentage of 26-50%, and 0 students who are in the interpersonal intelligence category are in the poor category with a percentage of 0-25%.The results of this analysis can help researchers as a supporting tool and make it easier for researchers to analyze students' interpersonal intelligence in informatics lessons, then the researcher will continue the observation process.A recapitulation of the questionnaire results analysis can be seen in table 1.Based on data from Table 1, it shows that there are seven indicators assessed from the intelligence questionnaire.The average score was obtained from the total scores of students who answered each indicator, then the interpersonal intelligence questionnaire was analyzed by researchers and then the results were obtained to determine the extent of students' knowledge of interpersonal intelligence in informatics lessons.Apart from that, the questionnaire also aims to find out how many students have interpersonal intelligence in the categories of very good, good, quite good and not good, then the researcher will continue the process of observing students.Below we can see in table 2 the results of the analysis of students' interpersonal intelligence questionnaires.Emotional intelligence in informatics learning among students at SMK Negeri 1 Sintang.Based on the results of questionnaire analysis from 49 students, in the questionnaire there were 34 students who were in the very good category of emotional intelligence with a percentage of 76-100%, 15 students who were in the good category of emotional intelligence with a percentage of 51-75%, 0 students those in the emotional intelligence category are quite good with a percentage of 26-50%, and 0 students who are in the emotional intelligence category are in the poor category with a percentage of 0-25%.The results of this analysis can help researchers as a supporting tool and make it easier for researchers to analyze students' emotional intelligence in informatics lessons, then the researchers will continue the observation process.
A recapitulation of the questionnaire results analysis can be seen in table 4. Based on the data in Table 4, it shows that there are five indicators assessed from the emotional intelligence questionnaire.The average score was obtained from the total scores of students who answered each indicator, then the emotional intelligence questionnaire was analyzed by researchers and then the results were obtained to determine the extent of students' knowledge of emotional intelligence in informatics lessons.Apart from that, the questionnaire also aims to find out how many students have emotional intelligence in the categories of very good, good, quite good and not good, then the researcher will continue the process of observing students.Below we can see in table 5 the results of the analysis of students' emotional intelligence questionnaires.In informatics learning, students who have empathy can better understand the challenges and difficulties experienced by their classmates and provide appropriate support.Students with good interpersonal intelligence will be able to resolve conflicts constructively and find mutually beneficial solutions.Those who have strong motivation tend to be more persistent and able to face difficulties that arise in learning informatics.Self-Awareness Emotional intelligence involves deep self-awareness, including an understanding of personal strengths, weaknesses, interests and goals.Students who have good self-awareness can recognize their abilities and interests in the field of informatics, strengthen their potential, and develop appropriate career plans.Empathy, As previously mentioned, emotional intelligence.
As an Informatics subject teacher, Mrs. Ana, S.Komhas taught empathy to students at school because we know that empathy is a very important thing where students must understand the feelings of other people or their friends.Apart from that, it also teaches prosocial attitudes and teaches students to be willing to help their friends when they are on class picket, willing to share with their friends, and willing to persuade them if a friend is sad.

Use of Technology to Manage
Emotions, Teach students to use technology positively in managing their emotions.Discussion and Support: Provide space for students to talk about the emotions they feel when learning informatics.Breathing and Relaxation Exercises, Teach deep breathing and relaxation techniques to students.Ways to teach students to manage their emotions in informatics lessons: Emotional Awareness, Teach students to develop awareness of their own emotions.Behavior Modeling, As an educator, it is important for you to be an example in managing your own emotions when teaching informatics.Identify the Causes of Emotions, Help students identify factors that trigger negative emotions when learning informatics.Setting Realistic Goals and Expectations, Encourage students to set realistic goals and manage their own expectations in learning informatics.
Using emotions productively is an important skill for students to develop.Several ways to teach students to use emotions productively: Recognizing and Understanding Emotions, Teach students to recognize and understand the various emotions they feel.Using Emotions as a Source of Inspiration, Teach students to use their emotions as a source of inspiration in creativity and innovation.Managing Emotions Wisely, Teach students about the importance of managing emotions wisely.Self-Reflection: Invite students to selfreflect on how they use their emotions in learning Informatics Based on the results of interviews with the Head of Curriculum, it is known that the respondents' answers regarding school policy in improving interpersonal intelligence and emotional intelligence of class but also pays attention to the development of interpersonal and emotional intelligence.This can include teaching communication skills, cooperation, empathy, and emotion management.Like the curriculum currently being used at SMK Negeri 1 Sintang, namely the independent curriculum, where students are trained to be able to socialize with their peers, that is an example on a small scale.Teachers are important agents in developing students' interpersonal and emotional intelligence.Schools can organize regular training for teachers in these areas, so that they can provide appropriate guidance to students and create an environment that supports emotional and social development.Schools can organize personality development programs that involve activities such as mentoring, counseling and group coaching.This program can help students develop interpersonal skills, understand their own emotions, and learn to manage emotions positively.
Based on the partial correlation analysis test of interpersonal intelligence with learning outcomes, the result was that the sig value = 0.256 < 0.281, it was concluded that there was no significant relationship between interpersonal intelligence and learning outcomes.The partial correlation analysis test between emotional intelligence and learning outcomes showed that the sig value = 0.446 > 0.281, it was concluded that there was a significant relationship between emotional intelligence and learning outcomes.Based on the results of the normality test, the interpersonal intelligence variable showed that the value of sig.0.024 > 0.05, it is concluded that the interpersonal intelligence variable is normally distributed.The normality test for the emotional intelligence variable showed that the sig.0.016 > 0.05, it is concluded that the emotional intelligence variable is normally distributed.The normality test of the learning outcome variables showed that the value of sig.0.033 > 0.05, it is concluded that the learning outcome variables are normally distributed.
Based on the significant value (Sig) from the output above, the deviation from linearity sig value is 0.785 > 0.05.So it is concluded that there is a significant linear relationship between the Interpersonal Intelligence variable (X1) and the Learning Outcomes variable (Y).The deviation from linearity sig value is 0.650 > 0.05.So it is concluded that there is a significant linear relationship between the Emotional Intelligence variable (X2) and the Learning Outcomes variable (Y).
Based on table 11, it is known that the VIF value for the Interpersonal Intelligence and Emotional Intelligence variables is 1,365, which is less than 10,000 (1,365 < 10,000), so it is stated that there is no multicollinearity in the regression model.

Based
on test resultsheteroscedasticity in the Interpersonal Intelligence variable found a significant value of 0.405 > 0.05, so it was concluded that there were no symptoms of heteroscedasticity in the regression model.The results of the heteroscedasticity test on the Emotional Intelligence variable showed that the significant value was 0.924 > 0.05, so it was concluded that there were no symptoms of heteroscedasticity in the regression model.

Based on test resultsautocorrelation on the variables Interpersonal Intelligence
and Emotional Intelligence found a significant value of 1.6257 = 2.123, it can be concluded that there are no problems or symptoms of auto-autocorrelation.
Based on the analysis of simultaneous test calculations in table 13, for the interpersonal intelligence and emotional intelligence variables on learning outcomes, the sig.= 0.000 > 0.05 so it can be concluded that interpersonal intelligence and emotional intelligence data on learning outcomes for independent/independent variables have a significant influence on the dependent/dependent variable.

CONCLUSION
Based on the research stages, conclusions can be drawn (1) based on the analysis of interpersonal intelligence, it was found that students have very good interpersonal intelligence, namely the average percentage of questionnaire scores is 76%, (2) based on the analysis of emotional intelligence that students have very good emotional intelligence , namely the average percentage of questionnaire scores is 80%, (3) based on the analysis of teachers' efforts to improve students' interpersonal intelligence and emotional intelligence, it was found that teachers must create a safe, open and supportive environment in the classroom.This can be done by building good relationships with each student, listening to them, respecting their differences, and responding to their needs with empathy.Teachers can also provide opportunities for students to talk and share their ideas, (4) based on the results of school policy analysis in improving students' interpersonal and emotional intelligence, namely by means of schools that can integrate social and emotional learning into the existing curriculum.This can be done by devoting special time to the study of interpersonal and emotional intelligence, or by inserting these aspects into existing courses.Schools can also provide training to teachers in interpersonal and emotional intelligence, so they can teach and support students effectively in developing these skills.This training may include an understanding of interpersonal and emotional intelligence, relevant teaching strategies, as well as ways to manage a classroom that promotes positive relationships.(5) based on partial correlation analysis test calculations, the relationship between interpersonal intelligence and students' emotional intelligence on learning outcomes, it was found that the partial correlation analysis test of interpersonal intelligence with learning outcomes had a value of sig = 0.256 < 0.281, it was concluded that there was no significant relationship between interpersonal intelligence with learning outcomes.The partial correlation analysis test between emotional intelligence and learning outcomes showed that the sig value = 0.446 > 0.281, it was concluded that there was a significant relationship between emotional intelligence and learning outcomes, (6) based on multiple linear regression test calculations, the contribution of interpersonal and emotional intelligence to the results learning obtained a sig value.= 0.000 > 0.05 so it can be concluded that interpersonal intelligence and emotional intelligence data on learning outcomes for independent/independent variables have a significant influence on the dependent/dependent variable.

Table 2 .
Results of InterpersonalIntelligence Questionnaire Analysis

Table 4 .
Results of Indicator Questionnaire

Table 5 .
Results of Emotional Intelligence

Table 8 .
Results of Partial Correlation Test