ISSAG -- International Seminar “Sang Guru” --
Intellectual And Emotional Intelligence of Lecturer in Higher Education Zarah Puspitaningtyas Department of Business Administration, University of Jember Jl. Letjen. Suprapto IA No. 41 68122, Jember, Indonesia E-mail :
[email protected] Abstract—Lecturers as the central subject of college coaching career that requires they should be directed to the creation of a conducive academic atmosphere, oriented to academic freedom, and social responsibility. The learning process will be able to improve the academic quality when teachers have the expertise in the field of science is practiced. In addition, the success of the learning process in higher education is strongly influenced by the balance of intelligence and emotional intelligence owned by each lecturer. Is the intellectual and emotional intelligence? How to balance the intellectual and emotional intelligence are owned lecturer in achieving learning success in college? An explanation of the questions that will be described in this paper. Review in this paper are expected to be a reference to the achievement of outputs from a process of learning in higher education, namely in the form of a graduate or a competitive intellectual products. Keywords Intelligence.
:
Intellectual
I.
Intelligence,
Emotional
INTRODUCTION
Implementation of the learning process requires input in college, one of which is a lecturer. Lecturers as the central subject of human resources (HR) in the college coaching career that requires they should be directed to the creation of a conducive academic atmosphere, oriented to academic freedom, and social sensitivity (social responsibility). The learning process will improve the quality of an academic faculty have expertise in the field of science is practiced. In other words, have the competence. Improving the quality of teachers in various levels, including the patterns of training and sharpening of skills and technical concepts of learning, a necessity that should not be stopped. Lecturers must have a renewal of science at any time. In addition, the success of the learning process in higher education is strongly influenced by the balance of intellectual and emotional intelligence of every lecturer. Are intelligence and emotional intelligence? How to balance the intellectual and emotional intelligence of lecturers in an effort to achieve success in college learning process? An explanation of these questions are discussed in this paper. Review in this paper are expected to be a reference to the achievement of outputs from a process of learning in higher education, namely in the form of graduates or who have an intellectual product competitiveness.
The State University of Surabaya, September 8th, 2012
II.
LITERATURE REVIEW
A. What is Intellectual and Emotional Intelligence? Are intelligence and emotional intelligence? Every person has the intelligence and emotional intelligence. Intelligence is innate, it cannot be developed. Meanwhile, emotional intelligence can be developed and expanded (Slamet, 2007; Kumar et al., 2008). Some empirical findings suggest that emotional intelligence, unlike intellectual intelligence, can be improved through learning and development opportunities (Landau and Meirovich, 2011). Formal education is mostly just to develop the knowledge (in this intelectual intelligence), and the less developed emotional intelligence/ feeling. Meanwhile, the use/ practice of knowledge in society requires intelligence and emotional intelligence in a balanced way. Emotional intelligence is defined as the ability to control feelings of self and others, the ability to integrate feelings and actions, the ability to control emotions well in ourselves and in conjunction with others (Goleman, 2000; Thi Lam and Kirby, 2002; Goyal and Akhilesh, 2007; Dreyfus, 2007; Soedjaka, 2007; Kingston, 2008; Susanti, 2008; Muttaqiyathun, 2010; Landau and Meirovich, 2011; Wickham and O’Donohue, 2012). Susanti (2008) provide empirical evidence that emotional intelligence (with indicators: recognizing emotions, managing emotions, motivating oneself, recognizing emotions in others, and fostering relationships) significantly influence the achievement of lecturer performance. Emotional intelligence facilitates the quality of interpersonal functioning and leverages the group intelligence. There is four abilities that contribute to emotional intelligence: (1) perception; (2) assimilation; (3) understanding; and (4) management of emotion. These four abilities involve the following skills: (1) accurate verbal and non-verbal expression and appraisal of emotion; (2) generation of emotions to assist in problemsolving; (3) acquisition of emotional knowledge designed to promote intellectual and emotional growth; and (4) regulation of emotion in the self and in others (Thi Lam and Kirby, 2002; Goyal and Akhilesh, 2007; Landau and Meirovich, 2011). Emotional intelligence to facilitate the quality of interpersonal functioning, as well as the use of group intelligence. That, there are four skills that contribute to emotional intelligence, namely: (1) perception, (2) assimilation, (3) understanding, and (4) managing emotions (Goyal and Akhilesh, 2007).
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ISSAG -- International Seminar “Sang Guru” -Slamet (2007) argues that if teachers can achieve a balance of intellectual intelligence and emotional intelligence, it will provide the following benefits:
Slamet (2007) suggested that in order to achieve its goal of higher education is necessary to ensure that the lecturers mamiliki capabilities, among others:
(1) Lecturers may work better than before, (2) Become a member of the group a better teacher, (3) Feel confident and empowered to achieve the objectives, (4) Able to solve problems more effectively, (5) Able to provide services more effectively, (6) Able to communicate more effectively, (7) Able to lead and manage staff and students in the philosophy of the heart and head, and (8) Creating a college that has integrity, value and high standards of behavior. Furthermore, Slamet (2007) reveals that a common problem in the management of faculty resources include:
(1) Manage their emotions and the emotions of others; a. Identify whether the problem is related to emotional or rational; (2) Maximize the use of positive emotions such as optimism, fortitude, and hope in achieving its objectives; (3) Maintaining self-motivation and self-discipline to maintain the quality and productivity; (4) Feel empathy and attention to others; and (5) Demonstrate integrity and loyalty. It is all rather technical skills, but the ability of humanity.
(1) Feeling unhappy about the workplace, (2) Not personally responsible for what he has done, (3) Not able to adjust to the work environment, (4) Feeling depressed and less interested in the job, (5) Loss of morale and motivation, and (6) Based on the results in an unpleasant atmosphere for co-workers. Person's success in life is only 20% determined by intellectual intelligence, and 80% by emotional intelligence and the other (Susanti, 2008). In any successful organization of work of work of each person is influenced by its ability to communicate and interact with peers and relationships. And, this ability depends on emotional intelligence. Therefore, the success of every human being requires a balance of intellectual and emotional intelligence.
B. Application of Emotional Intelligence Challenges in Higher Education How to challenge the application of emotional intelligence in college? Challenge the application of emotional intelligence in college (Slamet, 2007), among others: (1) the need to recruit, develop and maintain a positive lecturer, capable, creative and productive that is able to meet and exceed the expectations of stakeholders, and (2) the need to create organization that prioritizes services, focusing on quality and able to face the challenges of a rapidly changing work environment. Facing the challenge of the faculty must have (Slamet, 2007), among others: (1) Intellectual ability to run different levels of responsibility, (2) Ability to work with others to achieve higher education goals, and (3) Emotional maturity to deal with challenges, changes, uncertainty and conflict.Intellectual ability to run different levels of responsibility, Some university leaders in the face of such challenges to overcome assume that professors need technical knowledge and experience plus an internship. And, it should be added also to the development of emotional intelligence.
The State University of Surabaya, September 8th, 2012
To develop emotional intelligence in college need to be created first frame of the organization include: (1) Vision, mission, goals, targets and financial objectives that support the college; (2) Values and behaviors that will provide the basis for keeping the college remains strong; (3) The policies and procedures that will be of stone and cement in building the right structure; (4) Empowerment opportunities and strategies to motivate the team that will provide important details to enhance the classroom and make a different college; and (5) A cultural atmosphere that will enlighten and strengthen the high aesthetics (Slamet, 2007). C. Building the Emotional Intelligence in Higher Education Environment How to build emotional intelligence in the college environment? Slamet (2007) suggested that the construct of emotional intelligence in the college environment, among others, performed by: 1. Build awareness: who we are, what we are in a college environment, what should be accomplished, how our capabilities, how committed we are, what has been achieved, how the condition of our college, how the quality of performance, etc.; 2. Accept responsibility: the result is a growing business as possible with a positive attitude and ability that we have; 3. Sincerity: in all seriousness that we will be able to change the way we work more effectively and achieve personal job satisfaction, although they had to take pains; and 4. Action: start doing the first act takes the form of a strategic plan, organize resources, and begin the process of "production" (services and goods) are of higher quality. Construct of emotional intelligence with the five tools (Slamet, 2007), namely: 1. Showing: indicates that the role of teachers is very important and prove its truth. Prove that a teacher really do appreciate them. Responsive to their needs and complaints. Learn about your own emotions in a
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ISSAG -- International Seminar “Sang Guru” --
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way: (1) analyze the emotions you feel, (2) recognize the emotion, what is actually happening?, (3) managing emotions (emotions enslaved themselves); Explained: by the way, among others: (1) exemplifies the behavior of emotional intelligence, and (2) facilitate change; Begging: asking for help and release the humble pride that prevents us from reaching out to others. Through: (1) learn to ask, (2) return a good deed, and (3) openness (to accept and provide assistance); Investigated: the business know other people's emotions, which will then foster empathy and improve relationships; and Motivate: to motivate yourself and others, by: (1) be proactive, positive emotions grow, (2) has a vision, and (3) develop specific plans to change a negative into a positive atmosphere.
D. Linking Intellectual and Emotional Intelligence with Competence of Lecturer Narimawati (2008) mentioned that the lecturer is the main asset of a higher education institution, therefore it becomes very important to understand the intellectual capital of faculty (one of which dalah competence), thus forming kesinergisan which in turn can create quality graduates who can compete in the labor market. Hariyani (2010) provide empirical evidence that high learning achievement can be obtained not only supported by intelligence to transfer knowledge, but also emotional intelligence support to encourage and build confidence in students to receive knowledge. Human resources will be a source of strength for the organization to achieve its objectives if it has the competence of human resources that are reliable and relevant to the demands of the work to be done. Development of individual competencies teachers must be balanced between intellectual competence, social, and emotional (Narimawati, 2008). The success of student learning is part of the impact of teacher competency sufficient ownership in the learning process. The success is usually viewed from the indicated changes in the quality or student after following the teaching-learning process. Competence is a skill or ability. The concept of an ability to contain the meaning of such a power or force a person to perform any act or acts that are both physical and mental nature. This notion suggests the existence of a real power that can be demonstrated through one's actions or deeds, both physically and mentally, which is generally acquired through training and education. Thus, almost all the abilities acquired through training or study. In other words, if someone wants to have a certain ability, then he can learn. This capability will help a person while performing or working on specific tasks. Sometimes the physical and mental ability to appear simultaneously at the time of doing a task. Competence is basically a picture of what is supposed to do an on the job. Narimawati (2008) states that the classification of the type of competence is usually seen from the relationship between personal because humans
The State University of Surabaya, September 8th, 2012
are social beings. Based classification, the types of competencies are divided into four categories, namely: 1.
Intellectual competence is the attitude and behavior of the character and intellectual ability or willingness of an individual (knowledge, skills, understanding of professional, contextual understanding, and so on) that are relatively stable when dealing with problems at work, which was formed from the synergy between nature, self-concept, internal motivation , as well as contextual knowledge capacity;
2.
Emotional competence is a character attitude and behavior or the willingness and ability to control themselves and understand the environment in an objective and moralist, so that relatively stable patterns of emotion when faced with various problems in the workplace which is formed through a synergy between nature, selfconcept, internal motivation, and knowledge capacity mental / emotional;
3.
Social competence is a character attitudes and behavior or the willingness and ability to build a node-silmpul cooperation with others who are relatively stable when dealing with problems at work that are formed through a synergy between nature, self-concept, internal motivation and capacity of internal capability, and
4.
Spiritual competence is character and attitude that is part of the consciousness of the most in a person associated with wisdom that comes from outside the ego (self) or outside of conscious thought is not only recognized the existence of values, but also creative to find a value-new value.
Komalasari (2007) states that the definition of competence is often used-karakteristk underlying characteristics of individuals to achieve superior performance. Competence is also the knowledge, skills, and abilities related to work, as well as the skills needed to work non-routine. There are various approaches to competence models. One of these competency-based HRM. In essence, the behavior of individuals is the best performance is used as a benchmark. This behavior is a standard benchmark that drives the human resources program to develop a more effective work groups. These competencies are integrated in the HR system. Other competency model approach is the approach of 'organizational' which means the competency model is emphasized in the organization with a specific type of organization (Komalasari, 2007). Pujasari and Nurdin (2007) states that indicate competence to act rationally to achieve its objectives satisfactorily under the conditions (preconditions) are defined. That professional competence is a mastery of skills in breadth and depth of learning that include: (a) the concept, structure of, and methods of science/ technology/ art shade/ coherent with the teaching materials; (b) the existing teaching materials in the school curriculum; (c) the relationship between the concept of related subjects; (d) the application of scientific concepts in everyday life;
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ISSAG -- International Seminar “Sang Guru” -and (e) professional competence in a global context and with a fixed value and preserve the national culture.
III.
CONCLUSION
[15] U. Narimawati, “Peranan Modal Intelektual Dosen dalam Menciptakan Kualitas Lulusan,” in Majalah Ilmiah Unikom, vol. 6, no. 2, 2008, pp. 143-156. [16] Y. Pujasari and Nurdin, “Pengaruh Kompetensi ProfesionalGuru terhadap Keberhasilan Belajar Siswa” in http://www.google.co.id, 2007.
In this paper, it was concluded that the success of the teaching-learning process in higher education is strongly influenced by the balance of intellectual and emotional intelligence of every faculty. In addition, the teachinglearning process will improve the quality of an academic faculty have expertise in the fields of science practiced. In other words, have the competence.
ACKNOWLEDGMENT The author would like to thank all those who have helped and good cooperation so that this paper can be resolved.
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