Pengaruh Pembelajaran Deep Learning Terhadap Hasil Belajar Kimia pada Materi Larutan Penyangga ditinjau dari Kecerdasan Emosional

Longo, Cindi Paramita Lestari (2026) Pengaruh Pembelajaran Deep Learning Terhadap Hasil Belajar Kimia pada Materi Larutan Penyangga ditinjau dari Kecerdasan Emosional. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan pendekatan Deep Learning terhadap hasil belajar kimia, pengaruhnya terhadap kecerdasan emosional, serta kontribusi kecerdasan emosional terhadap hasil belajar kimia peserta didik kelas XI SMA Negeri 48 Jakarta. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment melalui pretest-posttest. Sebanyak 68 peserta didik dibagi ke dalam kelas eksperimen yang memperoleh pembelajaran dengan pendekatan Deep Learning dan kelas kontrol yang mengikuti pembelajaran konvensional. Data dikumpulkan menggunakan tes hasil belajar kognitif dan angket kecerdasan emosional, kemudian dianalisis menggunakan Independent Sample t-test dan analisis regresi linear sederhana. Hasil penelitian menunjukkan bahwa pendekatan Deep Learning berpengaruh signifikan terhadap hasil belajar kimia (p = 0,000 < 0,05) dan kecerdasan emosional peserta didik (p = 0,004 < 0,05). Kecerdasan emosional juga terbukti berpengaruh signifikan terhadap hasil belajar kimia (p = 0,000 < 0,05) dengan nilai koefisien determinasi (R²) sebesar 0,787, yang menunjukkan bahwa kecerdasan emosional menjelaskan 78,7% variasi hasil belajar kimia, sedangkan 21,3% sisanya dipengaruhi oleh faktor lain di luar penelitian. Berdasarkan temuan tersebut, dapat disimpulkan bahwa penerapan pendekatan Deep Learning efektif dalam meningkatkan hasil belajar kimia sekaligus berkontribusi terhadap peningkatan kecerdasan emosional peserta didik. Selain itu, kecerdasan emosional menjadi salah satu faktor penting yang mendukung keberhasilan belajar kimia. Kata kunci utama adalah deep learning, hasil belajar, kecerdasan emosional, dan larutan penyangga . / This study aims to analyze the impact of the Deep Learning approach on chemistry learning outcomes and emotional intelligence, as well as the contribution of emotional intelligence to the chemistry learning outcomes of Grade XI students at SMA Negeri 48 Jakarta. A quantitative approach with a quasi-experimental, pretest-posttest design was employed. A total of 68 students participated, divided into an experimental group receiving instruction via the Deep Learning approach and a control group receiving conventional instruction. Data were collected using cognitive learning outcome tests and emotional intelligence questionnaires, then analyzed using the Independent Sample t-test and simple linear regression analysis. The results indicate that the Deep Learning approach had a significant effect on chemistry learning outcomes (p = 0.000 < 0.05) and students' emotional intelligence (p = 0.004 < 0.05). Emotional intelligence was also found to significantly influence chemistry learning outcomes (p = 0.000 < 0.05), with a coefficient of determination (R²) of 0.787; this indicates that emotional intelligence explains 78.7% of the variation in chemistry learning outcomes, while the remaining 21.3% is influenced by factors outside the scope of this study. Based on these findings, it can be concluded that the Deep Learning approach is effective in improving chemistry learning outcomes while also contributing to the enhancement of students' emotional intelligence. Furthermore, emotional intelligence serves as a key factor supporting success in chemistry learning. Keywords: are deep learning, learning outcomes, emotional intelligence, and buffersolutions

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