Emotional Intelligence, Learning Behavior, and the Relationship with Arabic Learning Outcomes of Madrasah Students in Sumatra, Indonesia

Abstract

Objective: The primary objective of this study is to examine the relationship between Emotional Intelligence, Learning Behavior, and Arabic Learning Outcomes among a sample of 2,000 madrasah students in Sumatra, both at the Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA) levels. Methodology: This study considers several demographic variables, including gender, geographical location, school level, school type, length of Arabic study, and parental income, to obtain insight into the factors.Results: The descriptive analysis reveals that the mean values for Emotional Intelligence, Learning Behavior, and Arabic Language Learning Outcomes in the high, decent, and sufficient categories are 79.55, 66.90, and 57.19, respectively. In addition, there is a 0.280 and 0.634 correlation between Emotional Intelligence and Learning Behavior variables and Learning Outcomes. These values indicate that the relationship between each variable and Learning Outcomes is sufficiently strong and unidirectional, as the values are positive. The significance values of 0.007 and 0.013> 0.05 indicate a positive correlation between Emotional Intelligence, Learning Behavior, and Learning Outcomes. Implications: The findings of this study suggest that emotional intelligence and learning behavior positively influence student learning outcomes, particularly in the domain of Arabic language acquisition. Novelty: The study is one of the first to examine emotional intelligence, learning behavior, and student learning outcomes.