Relation of Emotional Intelligence to Mastery of Manipulative Basic

Movement Skills on High School Students

Isna Daniyati Nursasih

, Regi Dwi Septian

, Mustika Fitri

and Maryati Maryati

Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No. 229, Bandung, Indonesia

Universitas Galuh, Jln RE Martadinata No.150, Ciamis, Indonesia

isnadn@student.upi.edu

Keywords: Emotional Intelligence, Manipulative, Manipulative Basic Movement Skills.

Abstract: This study aims to determine whether there is a significant relation between emotional intelligence and the

mastery of manipulative basic movement skills on high school students class XI. Emotional intelligence is

the ability of a person to recognize emotions, manage self-emotions, motivate oneself, identify other

people's emotions and ability to foster relationships with others. Meanwhile, manipulative movement is the

movement of manipulating or playing certain object using hands, feet and other limbs. Population in this

research was the students of class XI SMA Negeri 1 Rancah. The samples were 30 students, using saturated

sampling method. In the data collection process, to measure the mastery of manipulative basic motion

capability, a ball-to-wall throwing test was performed based on a test compiled by Nurhasan and a scaling

method for emotional intelligence based on Goleman's theory. The results of processing and analysis of

research data showed the correlation coefficient value of 0.442 with the value of sig. of 0.014 (<0.05) thus

Ha was accepted and Ho was rejected. The conclusion of this research is that there is a significant relation

between emotional intelligence and the mastery of manipulative basic movement skills on students of class

XI SMA Negeri 1 Rancah.

1 INTRODUCTION

Education is an attempt or activity that is taken

deliberately, orderly and in planned manner in order

to change or develop desired behavior. From the

undertaken learning process, teachers attempt to

change students who do not have knowledge of

something, to become students who have

knowledge, students who have not been educated, to

become students who are educated, students who

have not been trained to become students who are

trained to do something.

All this time, many argue that, to achieve high

learning achievement, there must be a high

intellectual intelligence. However, according to the

latest research results in the field of psychology, it is

proven that intellectual intelligence is not the only

factor that affects a person's learning achievement,

but there are many other weighing factors, one of

them is emotional intelligence. So far, researches

have shown that emotional intelligence scores more

points in explaining leadership effectiveness than

intellectual intelligence. Emotional intelligence is

the ability to recognize emotions and others to

manage others. For an educator, it is important to be

able to identify the characteristics of students. By

looking at the characteristics of students, this is an

attempt to improve its ability in learning.

Many argue that to achieve the expected success,

one must have or prioritize high intellectual

intelligence, because intelligence is a capital that

will facilitate in learning which in the end will

produce achievement to the peak of success. In

reality, intellectual intelligence is only a minimum

requirement for success, and emotional intelligence

is the real factor that leads someone to the top of

achievement. Ability in mastering a good intellectual

intelligence without a balance to emotional

intelligence will not achieve the peak of success,

unlike people who have good emotional intelligence.

The quality of this emotional intelligence is proven

to evolve over the long term, and it must also be

proving that the quality of this intelligence can be

learned.

In a learning process, intellectual intelligence

and emotional intelligence are indispensable. A

study mentions about the relation between emotional

386

Nursasih, I., Septian, R., Fitri, M. and Maryati, M.

Relation of Emotional Intelligence to Mastery of Manipulative Basic Movement Skills on High School Students.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 386-389

ISBN: 978-989-758-317-9

intelligence (EI) and the achievement of success in

various contexts in the field of education which

actually shows a strong relation. Intellectual

intelligence cannot function properly without the

participation of emotional appreciation of subjects

delivered at school. However, usually, the two

intelligences are complementary. The balance

between intellectual intelligence and emotional

intelligence is the key to a student ‘s learning

success in school. In addition, the fundamental role

for physical education teachers is to develop

competence. This is usually done by providing clear

motivation, appreciation, support, support and

feedback.

Therefore, physical education in schools is

expected to play a role in stimulating the

development of emotional intelligence, not only

concerned with the development of knowledge of

courses through physical activity instructed by

physical education teacher. The growth of emotional

intelligence is also expected to make it easier for

students to master basic movement skills in sports,

such as manipulative basic movement. Based on the

things that have been mentioned above, the

researchers are interested to know the relationship of

emotional intelligence with the mastery of

manipulative basic motion skills on learning

physical education in high school class XI.

1.1 Emotional Intelligence

The term "emotional intelligence" was first raised in

1990 by psychologist of Harvard University and

University of New Hampshire, Salovey and Mayer

(1990) to describe the emotional qualities that seem

important to success. Regarding this, Salovey and

Mayer (1990) define that, in essence, emotional

intelligence is a subset of social intelligence which

involves the ability to monitor feelings and emotions

both to oneself and to others, to sort them all out and

to use this information to guide the mind and

actions. Coleman's opinion in Mahyuddi et al.

(2009) states that emotional intelligence is the ability

of a teacher to manage his emotional life,

maintaining emotional harmony and disclosure

through self-awareness, self-control, self-motivation,

empathy and social consciousness.

Emotional intelligence is not based on the

intelligence of a child, but on something called

personal characteristics. Intelligence is one of the

most heritable traits of behavior (Antonio, 2012). In

his book titled Teaching Emotional Intelligence in

Children, Shapiro (1998) points out that "EQ skills

are not opposed to IQ skills or cognitive skills, but

they interact dynamically both at the conceptual and

real-world levels." The genetic and environment

influences around the child will cause the interaction

between genes and environment, such as interaction

(moderation) and correlation (mediation) in the

development of complex nature.

Gardner has other limits on this emotional

intelligence. Gardner in Salovey and Mayer (1990),

argued that emotional intelligence like social

intelligence, the personal intelligences (divide into

inter- and intra-personal intelligence) include

knowledge about the self and about others.

According to Gardner and Thomas (1989), what

belongs to personal intelligence are two, namely:

interpersonal intelligence and intra personal

intelligence. Interpersonal intelligence is the ability

to understand others, what motivates them, how they

work and how to work hand in hand with

intelligence. Meanwhile, intra personal intelligence

is a correlative ability, refers to the self and the

ability to travel effectively.

In addition to personal intelligence, Gardner and

Thomas (1989) also put forward on multiple

intelligence. This theory of plural intelligences was

developed by Gardner and Thomas (1989) on the

basis that earlier intelligence was seen only in terms

of linguistics and logic. Gardner in Salovey and

Mayer (1990) points out that "multiple intelligences

including linguistic, musical, bodily kinesthetic and

personal intelligence." Not only one kind of

intelligence is essential for success in life, but there

is a wide spectrum of intelligences with seven major

varieties: linguistics, mathematics / logic, spatial,

kinesthetic, music, interpersonal and intrapersonal.

Intelligence is important scientifically and socially,

because intelligence represents individual

differences in how to solve a problem.

Based on the intelligence expressed by Gardner,

Salovey in Goleman (2015) argues that "emotional

intelligence is the ability of a person to recognize

emotions, manage emotions, motivate oneself,

recognize the emotions of others (empathy) and

ability to foster relationships) with other people.”

1.2 Manipulative Basic Movement Skill

Movement (motor) as a general term for various

forms of human movement behavior. Meanwhile,

psychomotor is specifically used in the domain of

human development, which refers to movements

called electrical vibrations of large muscle centers.

The basic movement in this movement pattern is

formed by combining the reflex movements which

are the basis for complex skilled movements.

Relation of Emotional Intelligence to Mastery of Manipulative Basic Movement Skills on High School Students

387

As stated by Harrow (1972) manipulative skills

are defined as skills involving the control or control

of a particular object, especially by the use of the

hands or feet. There are two classifications of

manipulative skills: receptive skill and propulsive

skills (propulsive skill). The receptive skill is to

receive an object, such as catching and propulsive

skills, which have the characteristic traits of force or

force against an object, such as hitting, throwing,

bouncing or kicking.

According to Harrow (1976), manipulative

movements are usually combined with visual

modality and sometimes with tactile modalities.

Manipulative movement usually requires good

coordination skills because, in practice, these skills

involve the act of controlling an object especially

with the coordination of the eyes, hands, feet and

other limbs.

2 METHODS

2.1 Participants

Population in this research is students of class XI in

SMAN 1 Rancah with total population as many as

30 students. The samples in this study were equal to

the total population of 30 students who study in class

XI.

2.2 Procedures

The use of methods in research tailored to the

problems and objectives that will be studied.

Referring to this research, the research method that

the authors selected and set was the descriptive

method.

2.3 Instruments

The test instruments used questionnaire to measure

the level of emotional intelligence, and tests to

determine the mastery level of basic manipulative

movement skills.

3 RESULTS AND DISCUSSION

The purpose of data analysis is to test the hypothesis

proposed in this research, to see whether there is a

significant relation between emotional intelligence

and the mastery of manipulative basic movement

skills on students of class XI SMA Negeri 1 Rancah

or not.

Based on the data that has been collected from

the research result, the next step is to process and

analyse the data.

3.1 Correlation Test

To know the correlation value of both data, there

was analysis that used product moment correlation

formula from Pearson with help program SPSS

version 17 for windows. Data from the acquired

manipulative basic movement were then correlated

with the value from the questionnaire results.

Calculation results can be seen in the following table

Table 1: Pearson Product Moment Correlation Test.

Variable

Emotional

Intelligence

Manipulative

Basic Motion

Emotional

Intelligence

Pearson Correlation

.442*

Sig. (2-tailed)

.014

Manipulative Basic

Movement

Pearson Correlation

.442*

Sig. (2-tailed)

.014

Based on the results of data analysis, the

correlation coefficient (r) was 0.442. This indicates a

correlation between emotional intelligence with the

mastery of manipulative basic movement skills with

positive relation tendency. That means, if emotional

intelligence is high, then the mastery of

manipulative basic movement skill is high and vice

versa. Both variables are in the category of a

moderate relation. Sig value = 0,014 at significant

level 0,05, because sig value <0,05. By that, it can

be concluded that, in the relation of emotional

intelligence to the mastery of manipulative basic

movement skill, there is significant correlation.

3.2 Regression Test

This test was conducted to find out how much

influence of emotional intelligence factor to

manipulative basic movement skills and predict the

dependent variable by using the independent

variable. The results of the calculation with SPSS

can be seen in the following table 2:

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

388

Table 2: Regression Test.

Model Summary

Model

R Square

Adjusted R Square

Std. Error of the

Estimate

.442

.195

.143

3.051

a. Predictors: (Constant), emotional intelligence

Through this table, it was obtained that the value

of R Square or coefficient of determination (KD)

was 0.195 which shows how good the regression

model formed by the interaction of independent

variables and dependent variables. The obtained

value of KD was 19.50% which can be interpreted

that the independent variable (emotional

intelligence) has a contribution influence of 19.50%

to the dependent variable (manipulative basic

movement) and 80.50% is influenced by other

factors outside the variable X.

Such role of emotional intelligence on a

moderate level to the mastery of manipulative basic

movement skills is caused by the many factors that

affect the mastery of skills itself. The mastery of

manipulative basic movement skills is also

influenced by other factors such as students

‘motivation, students ‘behavior, diligence and skills

or certain attitudes that the student has.

4 CONCLUSIONS

Based on the results of processing and analysis the

data on emotional intelligence and the mastery of

manipulative basic movement skills, the conclusion

is that there is a significant relation between

emotional intelligence and the mastery of

manipulative basic movement skills on students of

SMA Negeri 1 Rancah. This means that the better

the level of students' emotional intelligence, the

better the form of mastery on the learning of

manipulative basic movement skills.

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