PERAN KECERDASAN EMOSIONAL DAN DUKUNGAN SOSIAL TERHADAP EMOTIONAL WELL-BEING ANAK USIA PRASEKOLAH DI JAWA TIMUR
THE ROLE OF EMOTIONAL INTELLIGENCE AND SOCIAL SUPPORT ON EMOTIONAL WELL-BEING OF PRESCHOOL-AGE CHILDREN IN EAST JAVA
Nama : Rizki Juniar Sukmawardani
NIM : 20010684062
Program Studi : Pendidikan Guru – Pendidikan Anak Usia Dini
Fakultas : Ilmu Pendidikan
Nama Lembaga : Universitas Negeri Surabaya
Pembimbing : Wulan Patria Saroinsong, S.Psi., M.Pd., Ph.D
Pada rentan usia prasekolah, anak-anak mengalami perkembangan yang cukup pesat, salah satu aspek utamanya adalah sosial emosional. Perkembangan sosial emosional pada anak memiliki dampak yang cukup besar terhadap tumbuh kembang dan kesejahteraan mereka. Penelitian ini dilakukan dengan tujuan untuk mengetahui peran kecerdasan emosional dan dukungan sosial terhadap emotional well-being anak usia prasekolah di Jawa Timur.
Penelitian ini menggunakan metode penelitian dengan pendekatan kuantitatif metode kausal komparatif yang menggunakan analisis korelasi, analisis regresi berganda, dan analisis jalur. Sampel dalam penelitian ini adalah anak yang berusia 3-6 tahun yang diasuh oleh orang tua berdomisili di Jawa Timur. Teknik pengumpulan data pada penelitian ini menggunakan kuesioner.
Berdasarkan hasil dari analisis korelasi, diketahui bahwa variabel kecerdasan emosional (X1) dan variabel dukungan sosial (X2) berhubungan secara signifikan terhadap variabel emotional well-being (Y). Kemudian berdasarkan hasil analisis regresi berganda, diketahui bahwa variabel kecerdasan emosional (X1) dan variabel dukungan sosial (X2) berpengaruh secara signifikan terhadap variabel emotional well-being (Y). Namun berdasarkan hasil analisis jalur, diketahui bahwa pengaruh tidak langsung lebih kecil dibandingkan dengan pengaruh langsung, maka berkesimpulan bahwa secara tidak langsung variabel kecerdasan emosional (X1) tidak berpengaruh secara signifikan terhadap Emotional Well-being (Y) melalui dukungan Sosial (M). Dengan demikian, dapat disimpulkan bahwa kecerdasan emosional dan dukungan sosial secara signifikan memberikan dampak kepada emotional well-being anak usia prasekolah secara langsung. Sedangkan, secara tidak langsung kecerdasan emosional secara signifikan tidak memberikan dampak kepada emotional well-being anak usia prasekolah melalui dukungan sosial.
Kata Kunci: kecerdasan emosional, dukungan sosial, emotional well-being, anak usia prasekolah
Name : Rizki Juniar Sukmawardani
Study Program : Teacher Education - Early Childhood Education
Faculty : Education Science
Name of Institution : State University of Surabaya
Advisor : Wulan Patria Saroinsong, S.Psi., M.Pd., Ph.D.
At the vulnerable age of preschool, children experience rapid development, one of the main aspects is social emotional. Social emotional development in children has a considerable impact on their growth and well-being. This study was conducted with the aim to determine the role of emotional intelligence and social support on the emotional well-being of preschool children in East Java.
This study uses a research method with a quantitative approach with a comparative causal method using correlation analysis, multiple regression analysis, and path analysis. The sample in this study were children aged 3-6 years who were cared for by parents domiciled in East Java. The data collection technique in this study used a questionnaire.
Based on the results of the correlation analysis, it is known that the emotional intelligence variable (X1) and the social support variable (X2) are significantly related to the emotional well-being variable (Y). Then based on the results of multiple regression analysis, it is known that the emotional intelligence variable (X1) and the social support variable (X2) have a significant effect on the emotional well-being variable (Y). However, based on the results of path analysis, it is known that the indirect effect is smaller than the direct effect, it concludes that indirectly the emotional intelligence variable (X1) does not significantly affect Emotional Well-being (Y) through social support (M). Thus, it can be concluded that emotional intelligence and social support significantly impact the emotional well-being of preschool children directly. Meanwhile, indirectly emotional intelligence significantly does not have an impact on the emotional well-being of preschool-age children through social support.
Keywords: emotional intelligence, social support, emotional well-being, preschool-age children