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Multidimensional intelligence on teacher performance in elementary schools

Indonesian Research Journal in Education |IRJE| · Vol. 9 No. 02 (2025) · hlm. 1055–1067

DOI
10.22437/irje.v9i02.45456
ISSN
2580-5711
Terbit
2025-08-23
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This research explored the influence of multidimensional intelligence, including emotional, social, spiritual, and academic intelligence, on the performance of elementary school teachers in Indonesia. Five hundred teachers from various regions were selected as samples using stratified random sampling techniques. The survey method was used to collect data, and multiple linear regression analysis was applied to determine the influence of each intelligence dimension on teacher performance. The results indicated that all dimensions of intelligence positively impacted teacher performance, with academic intelligence having the most dominant effect (coefficient 0.295), followed by social intelligence (0.182), emotional intelligence (0.170), and spiritual intelligence (0.086). These findings indicate the importance of a holistic approach to improving teacher performance, focusing on strengthening academic and social intelligence. The research also recommends that teacher development policies pay more attention to multidimensional intelligence in training programs. Future research should expand the scope by considering factors such as work environment and intrinsic motivation that may affect teacher performance.

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19 penulis · 39 tautan kepenulisan bersama · 15 lintas organisasi

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  • Indonesia Open University
  • Universitas Hamzanwadi
  • Universitas Serambi Mekkah
  • Ministry of Education and Culture
  • Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto
  • University of Brawijaya
  • Universitas Islam Negeri Ar-Raniry
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Muhammad Zainul MajdiUniversitas Hamzanwadi1
Baiq Yuliana RizkiwatiUniversitas Hamzanwadi1
Muammar LuthfiSekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto1
Sugiono SugionoUniversity of Brawijaya1
Lantif Diat PrasojoAfiliasi tidak diketahui1
Tabrani ZAUniversitas Serambi Mekkah1
Hayati HayatiUniversitas Serambi Mekkah1
Muhammad FaisalUniversitas Islam Negeri Ar-Raniry1
Jajat DarojatUniversitas Islam Bunga Bangsa Cirebon1
Sidik PuryantoIndonesia Open University1
Rahma Dewi HartatiIndonesia Open University1
Imam Yusuf Badrut TamamIndonesia Open University1
Junaenti JunaentiIndonesia Open University1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Multidimensional intelligence on teacher performance in elementary schools</dc:title>
	<dc:creator xml:lang="en">Siswanto, Romi</dc:creator>
	<dc:creator xml:lang="en">Abidin, Achmad Anwar</dc:creator>
	<dc:creator xml:lang="en">Kadarisman, Kadarisman</dc:creator>
	<dc:creator xml:lang="en">Jaya, Fitra</dc:creator>
	<dc:creator xml:lang="en">Sucipto, Sucipto</dc:creator>
	<dc:creator xml:lang="en">Yati, Yati</dc:creator>
	<dc:description xml:lang="en">This research explored the influence of multidimensional intelligence, including emotional, social, spiritual, and academic intelligence, on the performance of elementary school teachers in Indonesia. Five hundred teachers from various regions were selected as samples using stratified random sampling techniques. The survey method was used to collect data, and multiple linear regression analysis was applied to determine the influence of each intelligence dimension on teacher performance. The results indicated that all dimensions of intelligence positively impacted teacher performance, with academic intelligence having the most dominant effect (coefficient 0.295), followed by social intelligence (0.182), emotional intelligence (0.170), and spiritual intelligence (0.086). These findings indicate the importance of a holistic approach to improving teacher performance, focusing on strengthening academic and social intelligence. The research also recommends that teacher development policies pay more attention to multidimensional intelligence in training programs. Future research should expand the scope by considering factors such as work environment and intrinsic motivation that may affect teacher performance.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2025-08-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/45456</dc:identifier>
	<dc:identifier>10.22437/irje.v9i02.45456</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education; 1055-1067</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/45456/21947</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>