Pengaruh Kecerdasan Emosional, Kecerdasan Intelektual, dan Kecerdasan Spiritual Terhadap Prestasi Belajar PKn Siswa SMP Negeri 1 Sewon Bantul
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 1 Sewon Bantul Yogyakarta yang berjumlah 215 siswa. Sedangkan sampel penelitian ini sebanyak 78 responden, diambil dengan metode random samplingpada siswa kelas VII.Sedangkan Penelitian ini menggunakan analisis regresi berganda digunakan untuk menguji pengaruh kecerdasan intelektual, kecerdasan emosional, dan kecerdasan spiritual terhadap prestasi belajar siswa SMP Negeri 1 Sewon Bantul Yogyakarta.Penggunaan analisis regresi berganda dikarenakan dalam penelitian ini beberapa variabel bebas (kecerdasan emosional, kecerdasan intelektual, dan kecerdasan spiritual) dan satu variabel terikat (prestasi belajar mata pelajaran PKn). Hasil penelitian menunjukkan bahwa variabel bebas yang berpengaruh secara positif signifikan terhadap prestasi belajar adalah kecerdasan intelektual dan kecerdasan spiritual.Sedangkankecerdasan emosional tidak menunjukkan pengaruh terhadap prestasi belajar. Hal ini disebabkan karena tingkat signifikansi uji t di atas 0,05.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it