The Effect of Reciprocal Instructional Models and Interpersonal Intelligence on the Student Learning Outcomes of Social Science Education 
Muhamad Abas1, Etin Solihatin2, Nadiroh3
1Muhamad Abas, Post-Graduate Student, of Universitas Negeri Jakarta, Lecturer of Halu Oleo University, Sulawesi Tenggara Indonesia.
2Etin Solihatin, Universitas Negeri Jakarta , Jakarta Indonesia.
3Nadiroh, Universitas Negeri Jakarta, Jakarta Indonesia.
Manuscript received on 01 September 2019 | Revised Manuscript received on 10 September 2019 | Manuscript Published on 23 September 2019 | PP: 427-433 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E10600585C19/19©BEIESP | DOI: 10.35940/ijeat.E1060.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This study aims to examine the effect of reciprocal instruction and interpersonal intelligence on student learning outcomes. This research was conducted on UHO PGSD students who programmed the subject of Social Sciences elementary school in 2018/2019. This study used a quasi-experimental method, with a non-equivalent post-test control group design. The research sample was taken with simple random techniques. The experimental class and the control class each consisted of 47 students. The experimental class is taught with reciprocal learning models while the controls are traditional learning models. Each class was taken 27% or 26 students from each class as a sample. The sample determination was based on the division of high and low interpersonal intelligence, each of 27% of the total population. So that the total sample as a whole is 52 students. Before being given treatment, the two classes were first given an interpersonal intelligence questionnaire to obtain high and low intelligence data. Data on learning outcomes are obtained through multiple choice form tests. Before use, the questionnaire instrument and the test were first validated by content and constructs by education and psychology experts. then an empirical test is carried out, the result is a validity value of 0.91 and a reliability of 0.93. The research data were analyzed by descriptive and inferential analysis. Hypothesis testing is carried out with 2 way ANOVA. Then the normality and homogeneity tests were carried out as a prerequisite test for the hypothesis test. Furthermore, if there is interaction, further testing is carried out with the HSD test to find out the main effects of the treatment. Data processing results of this study were carried out with the help of the SPSS 20. The results showed that there were differences in student learning outcomes taught by reciprocal and traditional models. Furthermore, there is an interaction between learning models and interpersonal intelligence. Students who have high interpersonal intelligence have better learning outcomes than students who have low interpersonal intelligence. Thus it can be concluded that students who have high interpersonal intelligence taught by reciprocal models have better learning outcomes than students taught with traditional models.
Keywords: Reciprocal Instructions, Interpersonal Intelligence, Learning Outcomes.
Scope of the Article: Smart Learning and Innovative Education Systems