摘要：ABSTRACT :The world's growing educational demands of each individual to be able toperform well. A good academic performance to benchmark the success of astudent. Good academic performance would be obtained if the student canovercome the factors influence academic achievement. In the past manyindividuals argue that IQ (intelligence quotient) is seen as the main factordetermining the success of academic achievement. Individuals with a highintelligence level, are expected to have high academic achievement as well. Oneof the characters, Goleman provides a new view that IQ is no longer a majorfactor determining the success of individual academic achievement, but there isanother factor that is EQ. According to Goleman (2000) the percentagecontribution of IQ to support a person's life is not more than 20% and theremaining 80% is supported by the other factors, including emotionalintelligence. Emotional intelligence (emotional intelligence) includes a person'sability to recognize emotions, managing emotions, motivating ourselves,recognizing emotions in others, and build relationships with others (Goleman,1997). To measure the emotional intelligence is emotional intelligencescale. For the scale of emotional intelligence first made try out. Try outquestionnaire items numbered 50. A total of 130 copies with 130 studentsevenly at the Faculty of computer science, industrial engineering, andeconomics. Of the 50 items ditry out 32 items found valid. Valid items havecorrelations between 0, 2209 to 0, 4972. Testing the validity of the programconducted with the help of SPSS version 11 for Windows. As for the results ofreliability tests performed by the technique and the Cronbach Alpha coefficientof reliability obtained for the number 0.7099, which is quite reliable sinceapproaches 1. Subjects in this study is Gunadarma University students who satin the level III. The data was collected using a questionnaire to measureemotional intelligence of 120 copies with evenly on the three faculties. Eachfaculty 40 questionnaire, in the Faculty of computer science, industrialengineering, and economics. Normality test used to aid program SPSS version11 for Windows is Kolmogorov Smirnov test and Shapiro Wilk normality testscore distribution. Based on research results when viewed from the mean,obtained empirical results that the mean score of 93.81, were among thehypothetical mean of 1 standard deviation (64) and the hypothetical mean + 1standard deviation (96) this means the subject of emotional intelligence in thecategory of being. Based on the normality test of emotional intelligencevariables of significance for the results obtained 0, 086 on the KolmogorovSmirnov (p> 0, 05) and Shapiro Wilk with a significance of 0, 138 (p> 0.05). Ingeneral, said that the distribution of scores on emotional intelligence that hastaken samples considered normal. Performance variables obtained on thesignificance of the results of 0, 200 on the Kolmogorov Smirnov (p> 0.05) andShapiro Wilk of 0, 115 (p> 0, 05). In general, said that the distribution ofachievement scores in the sample taken is considered normal. To test thehypothesis is done using a simple regression test obtained an F score of 0, 432with a significance of 0, 513 (p> 0, 05). The results of this test that therelationship showed variables - variables above is not linear. Based on the dataanalysis performed using simple regression techniques, obtained a score F for0432 with the significance of 0513 (p> 0.05), and obtained R Square for0006. This means there is no emotional intelligence contributes significantly toacademic achievement. The results showed, that the hypothesis which says thereis emotional intelligence contributes significantly to academic achievementdeclined. Absence of emotional intelligence that contributes significantly toacademic achievement, because academic achievement is not only subjectaffected by the emotional intelligence factor alone but is influenced by manyother factors that affect academic achievement. According to Winkel (1988,1996) of factors affecting the students' academic achievement isanatara-dynamic functions of conative character-willed desire, motivation tolearn, concentration, attention and affective function of temperament, feelings,attitudes and interests. In this study most likely also influenced by the conditionsof good social environment, the subject has professors well and thus greatlyaffect the quality of academic achievement. Also the subject may haveclassmates who can provide a high spirit of learning to the subject so that thesubject can optimize academic achievement.
