PENGARUH STRATEGI PEMBELAJARAN DAN KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR SENI MUSIK SISWA SMA NEGERI 2 TEBING TINGGI

This research aim to ·study whether the music learning achievement of the
student that taught by acceleration instuctional strategy is higher than student taught
by expository instructional strategy, whether the music learning achievement of
student with the higher emotional intelligence is higher than student with the lower
.. emotional and whether there is an interaction between instructional stnltegy and
emotional intelligence to the music learning achievement?
This research is an experiment and treatment study. The population is all of
student of SMA Negeri 2 and 3 Tebing Tinggi in grade X 2010/2011 in odd semester
for II classes. The sample is took by cluster random sampling and the experiment
group is class Xl while control group is class XS. This research applies the quasi
experiment research method. The research design is an experiment design with 2x2
factorial. The dependent variable is the music learning achievement and the
independent variable is instructional strategy (acceleration and expository strategies),
while moderator variable is emotional intelligences. This research was conducted in
three phases, i.e. I) the emotional intelligences questionare; 2) teaching process; 3)
fmal or post test. The applied data analysis method is descriptive statistical and
inferential method.The hypothesis was tested by ANAYA factorial 2x2 on
significant level a = 0,05 .
The result of hypothesis testing indicates that there is a difference of the
music learning achievement average score for student who taught by acceleration
instructional strategy either to the group of students with higher emotional
intelligence or with the lower emotional intelligences (25,6) that higher than students
taught by expository instructional strategy (23,22) with (Fmtio 8,933 > F~abte 3,96).
The music learning achievement average score of students with the higher emotional
intelligence is higher (28,15) than students with the lower emotional intelligence
(20,67) with (Fratio 56,816 > Flabte 3,96). The calculation of variance analysis indicates
that the average score of learning achievement for higher emotional intelligence that
taught by acceleration learning strategy is 29,77 and for student taught by expository
instructional stratetgy is 26,22, while the music learning achievement average score,
while the music learning achievement average score for student taught by expository
with the lower emotional intelligence taught by acceleration instructional strategy is
20,56 and for student taught by expository learning strategy is 20,77.
The result of this research indicates that the acceleration instructional strategy
is more effective applied in music learning of student to increase the learning
achievement on higher emotional intelligence.