The Influence of Classroom Climate and Interpersonal Intelligence toward the Emotional Intelligence and the Correlation to Learning Outcomes in Mathematics of Class VII Students at SMP Negeri in Biringkanaya Subdistrict of Makassar (supervised by Muhammad Arif Tiro and Hisyam Ihsan).

ABSTRACT IRMAWATY NATSIR. 2014. The Influence of Classroom Climate and Interpersonal Intelligence toward the Emotional Intelligence and the Correlation to Learning Outcomes in Mathematics of Class VII Students at SMP Negeri in Biringkanaya Subdistrict of Makassar (supervised by Muhammad Arif Tiro and Hisyam Ihsan). This study aims to analyze the influence of classroom climate and interpersonal intelligence, toward learning result of mathematics directly and indirectly through emotional Intelligence of class VII students at SMPN in Biringkanaya subistrict of Makassar. The study is an ex-post facto which casuality. The population was class VII at SMP in Biringkanaya subdistrict of Makassar, academic years 2013/2014 as many as 2818 the number of sample was 236 students. Technique used in selecting the samples was two stage proporsional random sampling. The instruments used in this study were (1) classroom climate scale, (2) interpersonal intelligence scale, (3) emotional intelligence scale, and (4) test of mathematics learning outcomes. Data were analyzed with descriptive statistics and analysis of SEM (Structure Equation Modeling). The results showed that: (1) most of the students of class VII at SMPN in Biringkanaya subdistrict of Makassar has a classroom climate in the medium category, their interpersonal intelligence are in the high category, their emotional intelligence is in the medium category, and mathematics learning outcomes in a medium category; (2) there is a positive and significant correlation between classroom climate and interpersonal intelligence; (3) classroom climate is directly has a positive influence on mathematics learning outcomes and indirectly has positive influence on mathematics learning outcomes through the emotional intelligence, each by 19% and 4%; (4) interpersonal intelligence is directly has positive influence on mathematics learning outcomes and indirectly has positive influence on mathematics learning outcomes through the emotional intelligence, each by 25% and 4%