HUBUNGAN INTELIGENSI, STATUS GIZI DENGAN PRESTASI BELAJAR SISWA SLTP

Abstract

Background : Academic achievement is influenced by endogenous factors (physical condition, sense organs and psychological factors) and exogenous factors (intrumental, social and natural environment). As one of important endogenous factors, intellegence is believed to have tremendous contribution in doing many kinds of activities, especially in the education and teaching area. Objectives : To determine the relationships between intellegence, nutrutional status and academic achievement among students. Study Design : This is a cross-sectional study. Study Subjects and data analysis : The samples were taken from 2 (two) Junior High Schools in Semarang, selected with cluster random sampling method. The data of TQ, nutrutional status and academic achievement was presented descriptively. The relationship between TQ and nutritional status with academic achievement, each was analysed with correlation study, while the relationship of IQ along with nutritional status and academic achievement was analysed by mutiple regression. Results : One hundred and twenty six students participated in this study consisted of 57 male students (45,2%), and 69 female (54,8%). There are 70 students (55,5%) with average TQ, 39 (30,9%) with above average IQ and 17 (13,4%) with under average IQ. Ninety two students (73%) have good nutritional status and 37 (29,4%) with high academic achievement. There was a relationship between IQ and academic achievement (r = 0,437, p = 0,000). No relationship was found between nutritional status and academic achievement ( r = 0,062, p = 0,494). Multiple regression analysis on IQ, nutritional status, environment and academic achievement showed that only IQ wich had significant relationship with academic achievement ( p = 0,000). Conclusions : There was significant relationship between IQ and academic achievement. No significant relationship s were found between nutritional status, environment and academic achievement. Key Words : Intelligence, Nutritional Status, Academic Achievement. Latar belakang Prestasi belajar dipengaruhi oleh faktor endogen (keadaan jasmani, panca indera dan faktor psikologis) dan faktor eksogen (lingkungan alam, sosial, instrumental). Sebagai salah satu faktor endogen yang penting, inteligensi diyakini mempunyai sumbangan yang besar pada seseorang dalam melakukan aktifitasnya, khususnya dalam bidang pendidikan dan pengajaran. Tujuan : Penelitian ini untuk mengetahui hubungan inteligensi, status gizi dengan prestasi belajar siswa. Rancangan penelitian : Penelitian ini bersifat belah bintang. Suhyek penelitian dan analisis data : Sampel diambil dari 2 (dua) SLIP di Semarang yang dipilih secara "cluster random sampling". Data TQ, status gizi dan prestasi belajar disajikan secara diskriptif Hubungan antara IQ dan status gizi dengan prestasi belajar masing-masing di analisis secara korelasi, sedangkan hubungan TQ bersama-sama status gizi terhadap prestasi belajar dianalisis secara regresi multipel. Mud : Sebanyak 126 siswa ikut dalam penelitian ini terdiri dari 57 siswa laki-laki (45,2%), 69 siswa perempuan (54,8%). Didapatkan sebanyak 70 siswa (55,5%) dengan TQ rata-rata, 39 siswa (30,9%) dengan TQ diatas rata-rata dan 17 siswa (13,4%) dengan IQ dibawah rata-rata. Terdapat 92 siswa (73%) dengan status gizi baik dan 37 siswa (29,4%) dengan nilai prestasi belajar tinggi. Hubungan antara IQ dengan prestasi belajar (r=0,437; p=0,000). Hubungan antara status gizi dengan prestasi belajar (x=0,062; p=0,494). Analisis regresi multipel antara TQ, status gizi (TMT), lingkungan belajar dengan prestasi belajar menunjukkan bahwa hanya IQ yang secara bermakna berhubungan dengan prestasi belajar (p=0,000). • Kesimpulan : Terdapat hubungan yang bermakna antara TQ dengan prestasi belajar. Tidak terdapat hubungan yang bermakna antara status gizi dan lingkungan belajar dengan prestasi belajar. Kata kunci : Inteligensi, status gizi, prestasi belajar.