Emotional Intelligence and Interpersonal Communication Ethics of PGMI Students: Their Implications for Affective Learning Outcomes in Science Education
DOI:
https://doi.org/10.61404/jimad.v3i4.608Keywords:
Intelligence, Communication, Affective, PGMIAbstract
Emotional intelligence and interpersonal communication ethics play important roles in shaping the attitudes, responsibility, empathy, and collaborative abilities of prospective teachers in science education. This study aims to examine the relationships between these two variables, both partially and simultaneously, and the affective learning outcomes of PGMI students enrolled in the Science Education course at UIN Sulthan Thaha Saifuddin Jambi. The study employed a quantitative approach with a non-experimental correlational design involving 90 students from three classes selected through purposive sampling. Data were collected using questionnaires and analyzed through descriptive statistics, Pearson correlation, and multiple linear regression at a significance level of 0.05. The results indicate that emotional intelligence and interpersonal communication ethics have no significant relationships with affective learning outcomes, either partially or simultaneously. The F value of 1.641 and p value of 0.205 indicate that the model is not statistically significant and explains only 6.5% of the variation in affective learning outcomes. These findings provide contextual evidence regarding the limitations of the theoretical relationship between the two constructs.
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