Education is a business or activity that is carried out with deliberate, organized and planned with the intent to change or develop the desired behavior. School as a means of formal institutions in order to achieve the educational objectives. Through the school, students learn a variety of things.
In formal education, study shows the changes that are positive so that the final stage would be gained skills, skills and new knowledge. The results of the learning process is reflected in academic achievement. However, in an effort to achieve satisfactory academic achievement required learning process.
Learning processes that occur in individuals is an important thing, because through individual learning environment recognize and adapt to the surrounding environment. According Irwanto (1997: 105) learning is a process of change has not been able to be able and occur within a certain time period. By learning, students can realize the expected goals.
Learning will produce changes in a person. To find out to what extent the changes, the need for assessment. So does that happen to a student who follow an education has always held the assessment of learning outcomes. Assessment of the results of a study to determine the extent to which students have reached the learning goals is called a learning achievement.
Learning achievement according to Gandhi Yaspir Wirawan in Murjono (1996: 178) are:
"The results achieved by a student in learning the business as stated in the report card grades. Through the learning achievement of a student can find out the progress that has been achieved in the study. "
The learning process in schools is a complex process and comprehensive nature. Many people are of the opinion that in order to achieve high performance in learning, one must have the Intelligence Quotient (IQ) high, because intelligence is a potential provision that will facilitate the learning and in turn will result in optimal learning achievement. According to Binet in the book Winkel (1997: 529) the nature of intelligence is the ability to establish and maintain a goal, to make adjustments in order to achieve that goal, and to assess the state of self-critically and objectively.
In fact, in the process of teaching and learning in schools is often found that students can not achieve equal learning achievement with intelligence capabilities. There are students who have a high intelligence capability but to obtain a relatively low learning achievement, but there are students who despite relatively low intelligence capabilities, can achieve relatively high academic achievement. That is why the level of intelligence is not the only factor that determines the success of a person, because there are other factors that influence. According to Goleman (2000: 44), intelligence (IQ) accounted for only 20% of success, while 80% is the contribution of factors other forces, such as emotional intelligence or Emotional Quotient (EQ), which is the ability to motivate yourself, overcome frustration, impulse control, set the mood (mood), empathy and the ability to work together.
In the process of student learning, the intelligence was very necessary. IQ can not function properly without the participation of emotional appreciation of the subjects presented in school. But usually the intelligence was complementary. Balance between IQ and EQ is the key to success for students at school (Goleman, 2002). Education in schools is not only a need to develop a model of rational intelligence is usually understood students 'understanding, but also need to develop students' emotional intelligence.
Results of several studies at the University of Vermont on the analysis of the structure of the human brain neurological and behavioral research by LeDoux (1970) showed that in the event of a person's life is important, EQ always precedes rational intelligence. Good EQ can determine an individual's success in learning to build a successful career achievement, develop conjugal harmony and can reduce the aggressiveness, especially among teenagers (Goleman, 2002: 17).
It must be recognized that those who have a low IQ and mental retardation will have difficulties, may not even be able to follow the formal education that should be in accordance with their age. But there is a phenomenon that shows that not a few people with high IQs are underachieving, and there are many people with moderate IQ that can surpass the achievements of people with high IQ study. This shows that IQ is not always able to predict learning achievement.
The emergence of the term emotional intelligence in education, for some people it may be considered as a response to the irregularities. Daniel Goleman's theory, according to the title of his book, gives a new definition to the word smart. Although EQ is relatively new compared to IQ, but some research has indicated that emotional intelligence is no less important with IQ (Goleman, 2002: 44).
According to Goleman (2002: 512), emotional intelligence is the ability to regulate emotional life with intelligence (to manage our emotional life with intelligence); maintain emotional harmony and disclosure (the appropriateness of emotion and its expression) through the skills of self-awareness, self-control, self-motivation, empathy and social skills.
According to Goleman, specifically to people who have only pure high academic intelligence, they tend to have anxiety unwarranted, overly critical, fussy, tend to withdraw, seemed cold and less likely to express frustration and anger appropriately. If supported by the low level of emotional intelligence, then such people are often the source of the problem. Due to the properties above, if someone has a high IQ but low emotional intelligence level it tends to be seen as stubborn, difficult to get along, easily frustrated, not easy to believe in others, not sensitive to environmental conditions and tends to despair when experiencing stress. The opposite condition, experienced by people who have an average IQ level but has a high emotional intelligence.
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