Pengaruh Model Pembelajaran Round Club (Keliling Kelompok) Terhadap Kecerdasan Interpersonal Siswa Beragama Buddha Kelas XII SMA Tri Ratna Jakarta Tahun Pelajaran 2016/2017

The purpose of this research is to determine whether there is influence and how much influence of learning model round club (roving groups) against interpersonal intelligence Buddhist students of class XII Tri Ratna High School Jakarta in the academic year 2016/2017. This research was conducted for the student who are still difficult to socialize, students who are less active in the learning process, lack communication, and lack of empathy the others.
The round club learning model (roving group) is a learning activity by way of a group working together to help each other to construct concepts, and solve problems or inquiries. Interpersonal intelligence is intelligence associated with the ability to relate to others, such as understanding and making differences in moods, intentions, motivations, and feelings towards other people.
The method used in this research is the descriptive quantitative method. The research subject is Buddhist students of class XII Tri Ratna High School Jakarta totalling 55 students. The instrument used was a questionnaire with a Likert scale. Data were analyzed by using a simple linear regression analysis approach using SPSS 16.0 and later continued by t-test.
Based on the results of hypothesis testing and simple linear regression values t value of 5.183 with a significance level of 0.000, while the t table with n =55 anda=0.05 at 1.674. It can be assumed that t > t table (5.183 > 1.674), then Ha Ho accepted and rejected. While the value of R square in this research is 0.336, which means that interpersonal communication influences the behaviour of students' learning by 33.6%.
Based on the results of data analysis that has been conducted, we conclude that there is an influence of the round club learning model (roving groups) against interpersonal intelligence Buddhist students of class XII Tri Ratna High School Jakarta in the academic year 2016/2017. The magnitude of these effects is 33.6%, while 66.4% of students' interpersonal intelligence is influenced by other factors not included in this research.