Discovering the Influence of Emotional Intelligence and Blended

Learning (A Combination of Classroom Learning and E-Learning)

on Students’ Character Value

Ashomatul Fadlilah, Tusyanah, Heri Yanto, Risma Nur Anissa, and Fentya Dyah Rahmawati

The Faculty of Economics, Universitas Negeri Semarang, Sekaran Campus, Semarang, Indonesia

Keywords: Emotional Intelligence, Blended Learning, and Student’s Characters Values

Abstract: Indonesia is well-known as a good character country. However, various phenomena happening today

indicate that Indonesia is experiencing the moral crisis which is displayed by the uncertainty of national

identity and character (Setiawan, 2017). The objective of the study is to explain the influence of emotional

intelligence and blended learning on the improvement of students character values. It is a quantitative

research. The variables of this study are emotional intelligence, blended learning, and the improvement of

students character values. The population of this study are Cooperative Education study program students at

Universitas Negeri Semarang who are taught using blended learning. The samples of this study are 84

respondents taken by using random sampling and data are collected by distributing the questionnaires. Then,

then they are analyzed by descriptive analysis and multiple regression analysis with SPSS 21 application.

The result of multiple regression analysis shows that simultaneously, emotional intelligence (X1) and

blended learning (X2) have significant influence on the development of students character values (Y) for

20.1 percent. Meanwhile, the partial influence of Emotional Intelligence (X1) on students Character Values

(Y) is 5.15 percent and the influence of Blended Learning (X2) to Students Character Values (Y) is 20.16

percent. It shows that emotional intelligence influenced students character values because emotional

intelligence as a set of personal, emotional, and social abilities can affect a persons ability to succeed. On

the other hand; blended learning also influenced the character values because the learning method facilitated

lecturers and students in terms of time, place, and learning materials. It can improve the lecturers work ethic

and make students more resilient and persistent in learning. Therefore; Higher Education institution has a

strategic role to prepare professional human resources. A lecturer should also teach students integrally

between the sciences and the morality.

1 INTRODUCTION

Law no. 20 in 2003 on National Education System

Chapter 2 Article 3 regulates that national education

is to develop the ability and forms the characters and

civilization of a dignified nation within the

framework of intellectual life of the nation; it is a

means for the development of potential learners to

be human beings who believe and accused to God

Almighty, noble, healthy, knowledgeable, capable,

creative, independent, and become a democratic and

responsible citizen. It shows that Indonesia needs

human resources as the main supporters in the

development. Therefore; to fulfill these human

resources, education has a very important role.

The rapid development of science, technology,

and globalization requires that human resources

must be able to respond to these developments. The

application of information and communication

technology in the development of national education

is now something that is mandatory

(student.cnnindonesia.com). Globalization has

triggered a shift in education from conventional

education (face-to-face) to more open education.

According to Munir (2009: 6) the result of

globalization in the world of education are: (1)

distance learning; (2) resource sharing among

educational institutions in a network; (3) many

sources of information, not just libraries but also via

the internet; and (4) the effectiveness of the use of

information and communication technology with

multimedia.

Lecturers have an important role in the success

of students, while students are the target of

Fadlilah, A., Tusyanah, ., Yanto, H., Anissa, R. and Rahmawati, F.

Discovering the Inﬂuence of Emotional Intelligence and Blended Learning (A Combination of Classroom Learning and E-Learning) on Students’ Character Value.

DOI: 10.5220/0009014600002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 5-10

ISBN: 978-989-758-470-1

education as well as one of the measuring tools in

determining the success rate in the learning process.

The achievement of competency standards is highly

dependent on the ability of lecturers in managing

learning so that students can learn well. The success

of learning that is poured in the competency-based

curriculum at universities not only on the knowledge

and skills chosen by a student but also supported by

the development of personality, behavior, and living

together (Kepmendiknas No. 45 / U / 2002).

World Declaration on Higher Education of the

Twenty-First Century; Vision and Action, by

UNESCO affirms that the vision and core value of a

Higher Education is to contribute to sustainable

development and community development as a

whole. In that context, one of the visions and

functions of universities is to educate students to

meet the needs of all sectors of human activities,

inculcate professionalism and personality through a

combination of science with subjects that are

continually evaluated and continuously developed,

to answer the various needs of today's society and

the future. Therefore, an institution must prepare the

quality of human resources who master the science

and technology and the values of modernity based

on spiritual moral values in order to form human

moral, character, and religious.

Indonesia is experiencing degradation of human

resources. It can be seen from the behavior or ethics

of students in learning, easy to despair if not yet, not

say if not yet, less democratic, not disciplined in

learning, not independent in learning, and also less

creative. Students show counterproductive behavior

in solving task if they can not. This will result in the

dissolution / deterioration of student character.

Many factors make students’ personality or

characters deteriorate. Moral decline is not only a

result of morality and lack of understanding of

religious values or noble character but also the

influence of globalization especially information and

technology (rri.co.id). With the development of

technology, teachers/ lecturers sometimes only

provide information and cognitive knowledge only,

and forget the mental, moral, and spiritual aspects.

In other words, there are many smart students but

experiencing moral crisis, they will become a very

dangerous public pest (kompasiana.com).

Emotional intelligence places the importance of a

person to learn to discipline, regulate and control

himself, especially when faced with a problem.

Learners who have problems in emotional

intelligence, will have difficulty learning,

socializing, and cannot control his emotions, so far

from the expected values in education. Conversely

learners who have emotional intelligence will form

learners who are characterized in accordance with

the values of character education. This research will

be focused on students of Universitas Negeri

Semarang. The purpose of this study is to find out

how much influence emotional intelligence and

blended learning method affect the development of

student character values.

Emotional intelligence teaches about integrity,

honesty, commitment, vision, creativity, mental

endurance, wisdom, justice, trust principles, and

self-mastery. Goleman (2003) says that

psychologists agree that intellectual intelligence

accounts for only 20 percent of the factors that

determine success, while the remaining 80 percent

comes from other factors, including what is called

emotional intelligence. It is supported by research

conducted by (Purbowosari, 2016) which states that

with emotional intelligence learners can understand

themselves and their environment appropriately,

have confidence, not easily discouraged, and can

form the character of learners. The results shows that

there is a significant effect on emotional intelligence

to plant the values of the characters in the students.

That is, emotional intelligence can improve the

social character of students. Then, it is hypothesized:

H1 Emotional intelligence has a significant

influence in improving students’ characters values

Blended learning according to Orhan (2007) is

"in the learning process, the effort to combine the

advantages of the interned based computer assisted

learning environment with those of the peer

learning- especially by focusing on those futures

concept of hybrid learning ". It means the integration

of face-to-face learning with Internet-based distance

learning. Blended learning method has been done

and resulted in an increase in learning process.

Characters in learning are achieved, among others,

improve student's discipline and creativity that has a

positive effect on learning outcomes (Supandi, et.

al., 2011). It is supported by the results of research

conducted by (Supandi, et. al., 2014) stating that

Blended e-learning provides an opportunity for

students to think openly by doing creative exercises

as creative as the authenticity of work, flexibility.

Thus the character can be grown naturally that is

honesty, discipline, responsibility and independent.

The results shows that blended learning has an effect

on student character. That is, blended learning

method can increase the character values in the

students. Thus; the hypothesis is:

BICESS 2018 - Borneo International Conference On Education And Social

H2 blended learning method has a significant

influence in improving students’ character values

The development of character values in students

is not enough to only develop the knowledge of

cognitive intellectual intelligence, but must also

emphasize the cultivation of spiritual moral

awareness in a balanced manner integrated with the

courses. Character education in universities aims to

improve the quality of organizational and

educational outcomes that lead to the achievement of

character formation and noble character of students

as a whole, integrated, and balanced, as per the

competency standards of graduates. Based on the

result of Hasanah’s (2013) research, the character

values applied in universities are choosing the core

values developed in the implementation of character

education, especially in each department / study

program. The core values chosen are honest,

intelligent, caring, and tough. Implementation of the

core character values are conducted in an integrated

way through three channels, which are integrated in

learning, management of management majors and

study programs, as well as on student activities.

While the results obtained by research Mertasari

(2016) states that the online media with various

forms has become a medium of exchange and a

source of information. Online media can increase

students' confidence to ask or argue. The

characteristics of online media that are

asynchronous, context-free, and not overly bound by

social conventions strongly support the findings.

Subiyati (2014) says that the character values of

learners will increase 0.08 times if the learner has an

increase in emotional intelligence for 2.98. Then, the

hypothesis is:

H3 emotional intelligence and blended learning

method have a significant influence in improving

student's character values.

Based on above description, the study proposed

the theoretical framework as presented in Figure 1.

Figure 1. Theoretical Framework

2 METHODS

Sugiyono (2013) says that population is a

generalization consisting of objects / subjects that

have quality and certain characteristics set by

researchers to be studied and then drawn

conclusions. This research is conducted at the

Faculty of Economics, State University of

Semarang. The sample is a data retrieval procedure

where only a portion of the population is drawn and

used to determine the nature and characteristics of

the desired population. (Siregar, 2013).

The population used of the study are students

majoring in Cooperative Education study program in

the Faculty of Economics class of 2015 Semarang

State University. The population numbered 108

students. The samples of this research are 84

students. The sampling sample is taken with the

Solvin formula. The sampling technique used is

simple random sampling, in which members of the

population are given equal opportunity to become

members of the sample.

The data used of the study is the primary data.

Data collected by the researcher directly from the

first source or place of research object done

(Sugiyono, 2009). Data are collected by distributing

questionnaires through Google forms in the

Cooperative Education study program students in

the fifth semester.

Data analysis of the research is descriptive

statistics, multiple linear regression tests, classic

assumption test, reliability and validity. In the

statistical analysis, it is supported by the Statistical

Package for Social Sciences (SPSS) version 24.0.

3 RESULT AND DISCUSSION

3.1 Reliability Testing

Reliability relates to the consistency of a measure

(Heale & Twycross, 2015). A study is said to be

reliable if it has Cronbach’s alpha> 0.70 (Nunnally,

1994).

Table 1. Realibility Analysis

Variable No. of

Items

No. of the

Delete

Items

Cronbach's

Emotional

Intelligence

5 0 0.718

Blended Learning 10 0 0.746

Development of

Students’ character

values

10 0 0.720

Based on the above table, it shows that

Emotional Intelligence (X1) has Cronbach's for

0.718. Blended Learning has Cronbach's for 0.746.

Discovering the Inﬂuence of Emotional Intelligence and Blended Learning (A Combination of Classroom Learning and E-Learning) on

Students’ Character Value

Improvement of students’ characters Values has

Cronbach's for 0.720. It means that all instruments

of the study are reliable, as all Cronbach's levels

are> 0.70.

3.2 Construct Validity

Validity is defined as the extent to which a concept

is accurately measured in a quantitative study (Heale

& Twycross, 2015). Validity is also called the

accuracy of the interpretation made of the results of

measurement or evaluation (Gronlund and Lin,

1990). The research instrument is said to be valid if

it has significance <0.05.

Table 2. Correlation

Items Pearson

Correlation

Sig. (2-

tailed)

Emotional Intelligence

I cannot make my own

decisions without others’

opinions

.31

.000

I cannot imagine life in the

future

.574

.000

I do not know how to express

my anger

.658

.000

If my opinion is not accepted I

will keep it

.422

.000

I will be grouping with my

gang's friends to do the work

.343

.000

I easily run out of my mind

when thinking of ways to solve

problems

.602

.000

I do not believe in my ability

to deal with problems

.661

.000

Blended Learning

.000

Blended learning model is able

to achieve learning objectives

.649

.000

The material in the blended

learning method is mentioned

by explaining the theory and

practice in detail

.555

Learning materials in mobile

learning are able to achieve

learning objectives

.505

.000

The nature and characteristics

of the material can be done

sequentially and orderly in

every step of the blended

learning model

.338

.000

Blended learning is varied,

mutually sustainable, and

appropriate for theoretical and

practical learning materials

.733

.000

The learning method is very .626

.000

supportive of face-to-face and

online learning with

proportional

The learning media are varied

and continuous for theoretical

and practical learning

materials

.639

The learning media is very

supportive of face-to-face and

online learning with

proportional

.532

.000

Evaluating on the face-to-face

and online learning is balanced

.623

.000

There is evaluation of the

process and outcomes ateach

learning activity

.649

.000

Students’ Character Values

.000

Doing the job well and getting

it done on time is a proud thing

.535

.000

I will try to prioritize tasks that

demand to be completed first

.334

.000

From the output it can be seen that all items used

to measure the variable of improving Students’

Character Values are valid. It can be seen from the

significance of all items> 0.05.

3.3 Regression Analysis among

Variables

The data were analyzed by ANOVA and regression

analysis. ANOVA was used to determine differences

YouTube Learning Videos and English Learning Mobile

Application on economics students’ vocabularies

Acquisition (H1 and H2). Regression analysis was used to

determine the influence of differences YouTube Learning

Videos and English Learning Mobile Application on

economics students’ vocabularies acquisition (H3).

Table 3. Simultaneous Test Result (F Test)

ANOVA

Model Sum of

Squares

Mean

Square

F Sig.

Regression

194.684 2 97.342 11.424 .000

Residual

690.209 81 8.521

Total

884.893 83

a. Dependent Variable: Characters_Value

.Predictors: (Constant), Blended_Learning,

Emotional

Intelli

ence

BICESS 2018 - Borneo International Conference On Education And Social

From the ANOVA or F test, we get the F value

of 11.424 with the probability of 0.000. Because

probability is much less than 0.05, regression model

can be used to predict Development of Students’

character values or it can be said that Emotional

Intelligence and Blended Learning together

influence in improving the Character Values.

3.4 Partial Test (t test)

All the variables of the study is significant. The

probability of significance of independent variables,

emotional intelligence (X1) and blended learning

(X2) > 0.05., it is X1 = 0.034> 0.05 and X2 =

0.000> 0.05.

According to the table above multiplier linear

regression analysis, linear regression multiplier

regression is Y = 11.138+0.266X1+0.555X2 +e. It

means that the constant is 11,138 where the use of

Emotional Intelligence (X1) has a positive influence

in improving the Character Values (Y) by 0.266.

Blended Learning (X2) has a positive influence in

improving the Character Values (Y) of 0.555.

1. Constant = 11.138, if the independent variables

are constant Considered or 0 then the average

of is 11.138.

2. Coefficient X1 (Emotional Intelligence) =

0.266, it means if Emotional Intelligence

variable increased by 1 point while the need for

variable blended learning is 0, it would lead to

an increase in improving the Character Values

for 0.266.

3. Coefficient X2 (Blended Learning) = 0.555, it

is the blended learning Increased by 1 point

while Emotional Intelligence is 0, it would lead

to an increase of Development of Character

Values for 0.555.

Table 4. The Result Analysis of Multiple Linear

Regression

Model Unstandardize

d Coefficients

Standardize

Coefficients

t Sig

B Std.

Error

Beta

(Constant)11.138 5.134 2.170 .033

EI .266 .127 .208 2.101 .039

BL .555 .123 .447 4.524 .000

3.5 Coefficient Determination Test

(R2)

Table 5. The Result of Simultaneous Determination

Coefficient

Model R R Square Adjusted R

Square

.469

.220 .201

From the output display, it is known that

adjusted R square is 0.201, it means that 20.1%

variation in improving students’ character values can

be explained by the variation of the two independent

variables of Emotional Intelligence and Blended

Learning. Whereas; the rest (100% - 20.1%) 79.9%

explained by other variables that are not researched

Then, the magnitude of influence of each

independent variable to the dependent variable can

be known from the magnitude of coefficient

determination partially of each variable. It can be

seen in the following table 6.

From the table above, it can be seen that the

partial correlation value of Emotional Intelligence

(X1) is 0.227, thus; the influence of Emotional

Intelligence (X1) in improving the Students’

character values (Y) is equal to (0.2272 x 100%)

5.15%. Then, the partial correlation value of

Blended Learning (X2) is 0.449, so the influence of

Blended Learning (X2) in improving the Students’

character values (Y) is (0.4492 x 100%) 20.16%.

Table 6. The Calculation Result Coefficient of

Determination of Partial

Model t Sig. Correlations

Zero

-order

Part

ial

Part

(Constant)

2.170 .033

SPtotal

2.101 .039 .151

227 .206

PItotal

4.524 .000 .421

449 .444

From the hypotheses, it can be stated that:

H1 Emotional intelligence has a significant

influence in improving students’ character values is

accepted.

H2 Blended learning method has a significant

influence in improving students’ character values is

accepted.

H3 Emotional intelligence and blended learning

method have a significant influence in improving

students’ character values is accepted.

Emotional Intelligence (X1) significantly

influences students’ characters (Y) values.

Discovering the Inﬂuence of Emotional Intelligence and Blended Learning (A Combination of Classroom Learning and E-Learning) on

Students’ Character Value

According to Goleman (2002), emotional

intelligence is the more ability one has for self-

motivation, resistance to failure, emotional control

and delayed satisfaction, and regulates the state of

the soul. With that intelligence, one can put his

emotions on the right portion, sort out the

satisfaction, and set the mood.

Emotional intelligence has a very important

role to achieve success in school, home and

community. The importance of emotional

intelligence in support of one's success has been

expressed by many experts. Goleman (2003)

asserted, by optimizing the management of

emotional intelligence will produce four domains of

highly effective competence, namely self-awareness,

self-management, social awareness and relationship

management. High academic achievement is not a

guarantee to get success in a career. Learners who

have emotional intelligence will form learners who

are characterized in accordance with the values of

character education.

Blended learning (X2) has a significant

influence in improving students’ characters (Y)

values. According to Sari (2014) Blended Learning

Method emerged as an answer to the weaknesses of

face-to-face learning and online learning. But each

of these lessons also has advantages. It is supported

by the results of research conducted by Supandi, et

al.(2014), he states that Blended Learning provides

an opportunity for students to think openly by doing

creative exercises as creative as the authenticity of

work, flexibility. Thus; characters can be grown

naturally; such as honesty, discipline, responsibility

and independent.

4 CONCLUSIONS

It is concluded that simultaneously, emotional

intelligence (X1) and blended learning method (X2)

gave positive influence on students’ character values

(Y) for 20.1%. Partially, the influence of emotional

intelligence (X1) on students’ character values is

5.15% and the influence of blended learning (X2) on

students’ character values (Y) is 20.16%.

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BICESS 2018 - Borneo International Conference On Education And Social