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The Influence Of The Use Of Learning Media,

Interpersonal Communication, Instructional

Communication On The Level Of Emotional Intelligence

Laura Abigail Christie Boseke

, Ilona Vicenovie Oisina Situmeang

Bunda Mulia University, Indonesia

Email: [email protected]

Keywords

ABSTRACT

Interpersonal communication,

instructional communication,

autism, learning media, inclusive

schools.

This research aims to determine the magnitude of the

influence of learning media, interpersonal communication,

and instructional communication on student absorption

levels. This research is quantitative research with data

distribution through surveys. People with autism need proper

education with appropriate learning methods, therefore

inclusive schools are formed which are able to support

education for children with special needs. The results of this

research are that there is a significant influence between the

variables of instructional communication, interpersonal

communication, and learning media with emotional

intelligence.

INTRODUCTION

The emergence of the Covid-19 virus that hit Indonesia has had an impact on the learning process.

Schools are emerging that implement online learning, according to Isman (Assidiqi & Sumarni, 2020).

Online learning is a teaching and learning process that uses the internet, and provides students with the

opportunity to learn at any time and anywhere.

There are several online media applications that can be used for learning activities, namely Zoom,

Google Meet, Cisco Webex, U Meet Me, and Microsoft Team. According to a survey conducted by the

Indonesian Survey Flow (El Fikri, Andika, Febrina, Pramono, & Pane, 2020), Zoom Cloud Meeting is most

widely used as a video call medium in online learning, namely 57.2%, while other online media is below

20%.

Zoom Cloud Meeting is one of the online learning media that can be used as a supporting medium

for online learning during the pandemic, so that learning material can be delivered to students well

(Kuntarto, Sofwan, & Mulyani, 2021). Using this application can create a learning atmosphere like being

in a classroom where teachers and students meet face to face via a laptop or cellphone screen and has a

chat feature that makes the process of sending messages between teachers and students easier.

The use of the zoom application is also used by schools with special needs to carry out learning

interaction processes between teachers and children with special needs (Nazirun & Sari, 2023).

However, based on the explanation from the special assistant teacher (PGK), it is difficult for children

with special needs to carry out online learning, which is because children with special needs experience

setbacks in their cognitive, social, behavioral and emotional development due to online learning .

(Hidayat & Nurfajarwati, 2021).

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When the learning process takes place, educators ask the child's parents to be able to accompany

the child so that learning can be carried out effectively, namely by helping positive relationships

between teachers, parents and children, as well as asking parents to understand the learning process

and objectives (Hidayat & Nurfajarwati, 2021).

The communication aspect is very important in implementing distance learning, so that the

implementation of distance (online) learning runs smoothly, good communication is needed between

the communicator (message sender) and the communicant (message recipient) (Littlejohn & Foss,

2010). Things that need to be considered in online learning are first, the program design during the

distance period must be conveyed to teachers and parents of students so that the program is easy to

understand; second, have a sense of caring and empathy with students, teachers and parents; third,

regularly communicate about student progress to parents; fourth, monitoring obstacles encountered

during the implementation of distance learning and finding solutions to these obstacles (Hidayat &

Nurfajarwati, 2021).

Apart from that, there are competencies that must be possessed by supporting teachers, namely

pedagogic competence (knowledge that discusses children's education), personality competence, social

competence, and professional competence (Nahampun, 2018). As a supporting teacher, you are also

required to have elements of love and authority. and responsibility in carrying out their obligations as

accompanying teachers.

The types of children with special needs are: autism, attention deficit hyperactivity disorder

(ADHD), slow learner , Down syndrome, cerebral palsy, epilepsy, visual impairment, hearing impairment,

mental retardation, physical impairment, and hearing impairment. Autism is a comprehensive

developmental disorder that results in obstacles in socialization, communication and behavioral

abilities (Rahayu, 2014). In general, autism symptoms ignore sounds, sights or events that involve them,

and they avoid or do not respond to social contact.

Disorders experienced by children with autism are disorders in the field of social interaction,

disorders in the field of communication (verbal - non-verbal) , disorders in the field of behavior,

disorders in the field of feelings or emotions, and disorders in the field of sensory-perception (Rahayu,

2014) .

Based on the book DSM - V (Diagnostic and Statistical Manual of Mental Disorder ) by (American

Psychiatric Association & Association, 2013), it is stated that children who show symptoms contained

in DSM - V must immediately undergo an assessment to create guidelines for providing therapy services,

service models education, and also learning strategies. We know successful individuals who turned out

to have autism, namely: Wolfgang Amadeus Mozart, Lewis Carroll, Bill Gates, Albert Einstein, Nikola

Tesla. Symptoms of autism will be known when the child reaches the age of 12-24 months and autism

cannot be cured.

These conditions require teachers to be sensitive to the conditions of students. Due to ignorance,

quite a few teachers punish children for reading, spelling, writing and calculating. Not only teachers,

parents and other close people sometimes give the same sentence to children. This condition will

certainly disturb the child's psychology. Handling children with autism needs to be supported by good

communication. Communication is one of the important points in the process of handling children with

autism at school

Interpersonal communication or interpersonal communication between teachers and students

with special needs, is generally used by teachers to get closer to students who find it difficult to

communicate normally. Therefore, special educational methods are needed to develop students' mental

and self-confidence so they can blend in with their environment.

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Laura Abigail Christie Boseke

, Ilona Vicenovie Oisina Situmeang

IJSSR Page 2298

Education is one of the main factors that determines the quality of a nation. According to the

regulation of the Minister of National Education of the Republic of Indonesia Number 70 of 2009

concerning students, students with special needs have the right to receive a decent education (Ediyanto,

Mulyadi, Supriatna, & Kawai, 2018). Education is a fundamental right for every Indonesian citizen

without exception for children with special needs, but in practice to date education for children with

special needs is still not evenly distributed.

Inclusive education has been implemented in Indonesia for a long time, inclusion is educating

children with special educational needs full time in regular classes Valle & Connor (Gibbs & Miller,

2014). Inclusive schools are places where children with special needs can learn together with other

ordinary children and are accompanied by accompanying teachers during teaching and learning

activities (Jauhari, 2017).

By attending an inclusive school, children gain the advantage that children with special needs and

ordinary children can interact with each other normally in accordance with the demands of daily life in

society, and their educational needs can be met according to the potential of each child. In the teaching

and learning process teachers can use operant conditioning treatment with students. Operant

conditioning is used to reduce excessive behavior, reduce repetitive behavior and tantrums (Nolen-

Hoeksema & Girgus, 2014).

In Indonesia there are 2,250 schools for children with special needs at various levels of education

(Asrori, Mahardhani, Wahyudi, & Nurhidayah, 2023). There are several inclusion schools in the North

Jakarta area, namely the Penjaringan, Pademangan, Tanjung Priok, Koja, and Kelapa Gading areas

(Riama, Sari, Rahmayanti, Sulistya, & Nurrahmat, 2021). Teachers (communicators) and students

(communicants) both carry out psychological interactions which are expected to have an impact on

changes in knowledge, attitudes and skills on the part of the communicants (Risopani & Oktaviani, 2020)

Generally, children with special needs have limitations in communicating and interacting with the

social community due to language skills and low intelligence levels. (Khamidovna, 2020).

Communication is the main activity in the learning process, one of the communications in the learning

process is instructional communication. Instructional communication is a communication activity with

a group target that contains teaching about certain knowledge or skills (Risopani & Oktaviani, 2020).

The methods commonly used in instructional communication in the teaching and learning process are

lecture, discussion and question and answer methods Siregar & Primasari (Usman & Nafliyon, 2021).

In this research, the researcher conducted research in Cempaka Putih because the researcher was

interested in conducting this research, and in the Cempaka Putih area, Central Jakarta, there are

inclusive schools that provide learning accommodations and modification of learning media to suit the

needs of children with special needs (Sucaromana, 2012).

METHODS

The type of data from this research was taken through a quantitative research approach

emphasized that the results of his research were presented in the form of descriptions using statistical

figures and the quantitative approach focused more on data in the form of numerical numbers which

were processed using statistics. So the data or research results are considered to be a representation of

the entire population. Researchers use quantitative descriptive using survey methods

The approach that researchers use in this research is a communication approach and a

psychological approach to discuss the research object. The communication approach is an approach that

assumes a basis in one of the uses & gratification theories. This approach is to make it easier for

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researchers to see what learning media are used by teachers and autistic children in implementing

instructional communication and interpersonal communication. Psychological approach, the

psychological approach emphasizes educational problems, especially those that influence the level of

emotional intelligence of students with special needs in the world of inclusive education. In this

research, researchers use a positivistic paradigm, the positivistic paradigm defines communication as a

cause-and-effect process, which reflects the sender of the message (communicator/ encoder) to change

the knowledge (attitude/behavior) of the passive recipient of the message (communicant/ decoder)

(Rahma, 2015).

Positivism is a philosophical school which states that true knowledge only comes from natural

science and is not related to metaphysics. Positivistic comes from the word positive, in philosophical

language it means an event that actually occurs, and can be experienced as a reality, which means that

positivistic is in contrast to something that is only a construction based on the creation of the ability to

think from the human mind. This paradigm has an approach that is able to explain social relations with

rational thinking, and this paradigm measures objectively through experiments in the form of surveys

which are usually carried out with a quantitative approach

Research variables are everything determined by the researcher to be researched or studied in

order to obtain information about it. In this research there are two types of variables, namely

independent variables and dependent variables. The dependent variable of this research is

interpersonal communication, learning media, instructional communication, then the independent

variable of this research is the level of emotional intelligence (Brackett & Katulak, 2013). This research

uses a Likert scale type measurement scale where respondents choose one answer (strongly agree,

agree, disagree, or strongly disagree) that describes themselves in accordance with the statement

stated.

The researcher will measure the validity test using Pearson correlation and measure the reliability

test using the Cronbach Alpha test to test the feasibility of the consistency of all scales used in this

research. The researcher will use measurements with the help of the SPSS statistics 22 program, so as

to obtain accurate question items or statements and trustworthy. Researchers will use hypothesis

testing (t-test), this test is used to test the significance of the influence between variable X1 and variable

Y1, the influence between variable X2 and variable Y1, the influence between variable X3 and variable

Y1 and the influence between variables X1, and variable Y1. Instrument validity concerns the extent to

which a measurement can measure what it wants to measure, and reliability concerns the extent to

which a measurement can be trusted (Mohajan, 2017).

There are several data collection techniques, including: first, questionnaire, this method uses a list

of statements or questions to be answered by a number of respondents, this method can be done with

the researcher present to distribute it or absent and collected at a later date; second, interviews, this

method is carried out by asking several questions that have been prepared by the researcher according

to the topic to be researched and asking them or exploring them when conducting interviews with

sources; third, observation, this method uses the ability to observe sources collected in notes or

recording devices Sugiyono (Cindy, Sugiyono, & Usman, 2022)

Primary data is a data source that directly provides data to data collectors. (Cahyadi,

2022)According to Sugiyono, a questionnaire is a data collection technique which is carried out by giving

several questions or written statements to respondents to obtain data. The measurement scale used in

this research is the Likert scale, including: Strongly Agree (SS) given a score of 4, Agree (S) given a score

of 3, Disagree (TS) given a score of 2, Strongly Disagree (STS) given a score of 1. Secondary data is

documentation data or primary data that has been further processed. (Cahyadi, 2022) In this research,

International Journal of Asian Education,

Laura Abigail Christie Boseke

, Ilona Vicenovie Oisina Situmeang

IJSSR Page 2300

secondary data was obtained by researchers by studying and reading everything from journals, articles

to theses which had keywords that were appropriate to the research topic.

The sampling technique used was non-probability sampling, with several considerations regarding

the efficiency and ease of researchers in obtaining data. Therefore, researchers will distribute it to

inclusive schools located in Cempaka Putih, Central Jakarta because the Cempaka Putih area has

inclusive schools that provide learning accommodations and modification of learning media to suit the

needs of children with special needs.

Researchers will research at an inclusive school called Saraswati Learning Center (SLC) which

is located in Cempaka Putih, Central Jakarta. The SLC inclusive school was founded in July 2016. The SLC

school was founded with the motto “when you come to the end of the rope, tie a knot and hang on" which

means "when you come to the end of the rope, tie a knot and hang on".

RESULTS

Table 1

Simple Correlation Test

Instructional

Communication

Interpersonal

Communication

Instructio

nal Media

Emotional

Intelligence

Instructional

Communication

Pearson Correlation

,899

,626

,598

Sig. (2-tailed)

,000

Interpersonal

Communication

Pearson Correlation

,899

,705

,686

Sig. (2-tailed)

,000

Instructional

Media

Pearson Correlation

,626

,705

,534

Sig. (2-tailed)

,000

,002

Emotional

Intelligence

Pearson Correlation

,598

,686

,534

Sig. (2-tailed)

,000

,002

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Table 2

Multiple Correlation Test

Multiple correlation is a statistical method used to evaluate the relationship between more than

two variables, and to gain a more comprehensive understanding of variable relationships.

In the context of correlation, correlation values range from -1 to 1:

1. If the correlation value is close to -1, then the relationship between the two variables is very

strong and in the opposite direction (negative).

2. If the correlation value is close to 1, then the relationship between the two variables is very

strong and in the same direction (positive).

3. If the correlation value is close to 0, then the relationship between the two variables is very low

or there is no significant relationship.

Based on the table above, the coefficient (R) value obtained is .691. The correlation coefficient has

a positive relationship with the level of relationship which is included in the strong correlation, because

it is in the interval 0.60-0.799. It can be concluded that there is a strong positive relationship between

instructional communication (X1), interpersonal communication (X2), learning media (X3), and the

emotional intelligence (Y) of students who attend inclusive schools will also experience an increase.

Table 3

Multiple Regression Test

International Journal of Asian Education,

Laura Abigail Christie Boseke

, Ilona Vicenovie Oisina Situmeang

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Table 4

T test

Ŷ = 35,550 + 0.734 X1+ 1.604X2 + 0.848X3

The results of the multiple regression test between the variables instructional communication (X1),

interpersonal communication (X2), learning media (X3), and emotional intelligence (Y), can be

described as follows:

1. It can be seen that if the emotional intelligence variable is considered constant, then the value

of the instructional communication, interpersonal communication, learning media variables is

35,550 units.

2. If the emotional intelligence value ties together the units and the interpersonal communication

value will increase by 1.604 units.

3. If the emotional intelligence value ties together the units and the value of instructional

communication, interpersonal communication, learning media will increase by 0.848 units.

Table 5

T test

Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

Sig.

Std. Error

Beta

(Constant)

35,550

79,238

,449

,657

Instructional

Communication

-.734

2,632

-.090

,279

,782

Interpersonal

Communication

1,604

,818

,698

1,962

,061

Instructional Media

,848

1,722

,099

,492

,627

a. Dependent Variable: Emotional Intelligence

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Based on the results of the data processing above, it can be seen that the significance value of the

first variable, namely the instructional communication variable (X1), is 0.782, which means the

hypothesis is accepted and there is an influence of instructional communication (X1) on emotional

intelligence (Y); The results for the second variable, namely the interpersonal communication variable

(X2), is 0.061, which means the hypothesis is accepted and there is an influence of interpersonal

communication (X2) on emotional intelligence (Y); the results for the third variable, namely the learning

media variable (X3) is 0.627, which means the hypothesis is accepted and there is an influence of

learning media (X3) on emotional intelligence (Y),

Table 6

T test

ANOVA

Model

Sum of

Squares

Mean

Square

Sig.

Regression

7051.829

2350.610

7,912

.001

Residual

7724.038

297,078

Total

14775.867

a. Dependent Variable: Emotional Intelligence

b. Predictors: (Constant), Learning Media, Instructional Communication,

Interpersonal Communication

So, the degree of freedom (df) value is 26 in the t test for this regression research. With this df

value, researchers can use the t distribution table to determine the critical value required in the t test.

This critical value will be used to decide whether the t test results are significant or not based on the

previously determined significance level.

Based on the results of the data processing above, it is known that the T value that can be seen

in the unstandardized column, column B, is -0.734 with a standard error of 2.632. If the two values are

divided then -0.734: 2.632 = -0.2788 and the number is close to the calculated T value of - 2,056.

CONCLUSION

Through the comprehensive analysis of the collected questionnaire data, this study has

addressed the research inquiries and hypotheses concerning "The Influence of Using Learning Media,

Interpersonal Communication, and Instructional Communication on the Level of Student Absorption of

Emotional Intelligence.” The results reveal several key findings: firstly, there exists a robust positive

relationship between interpersonal communication, instructional communication, learning media, and

the emotional intelligence of students with special needs, particularly those with autism, enrolled in

inclusive schools, as indicated by a strong multiple correlation coefficient (R) of 0.691, falling within the

interval of 0.60 – 0.79 (Pearson Correlation). Secondly, instructional communication significantly

International Journal of Asian Education,

Laura Abigail Christie Boseke

, Ilona Vicenovie Oisina Situmeang

IJSSR Page 2304

impacts students' emotional intelligence with a coefficient of 0.782, confirming its substantial

contribution to explaining variations in emotional intelligence. Thirdly, despite a slightly lower

coefficient of 0.061, interpersonal communication still wields a significant influence on emotional

intelligence, reinforcing its role in this context. Finally, the use of learning media also significantly

enhances students' emotional intelligence, as evidenced by a coefficient of 0.627. In summary, this

research underscores the significance of instructional communication, interpersonal communication,

and learning media in positively shaping the emotional intelligence of students with special needs in

inclusive educational settings, offering valuable insights for the advancement of inclusive education and

the emotional development of these students.

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(2023)

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