Analysis of Mathematics Problem-Solving Ability of Junior High School Students in Emotional Intelligence

Abstract

This study aims to describe the problem-solving skills that students learn from emotional intelligence. This type of research is descriptive and qualitative. The instruments used are questionnaires, tests, and interviews. The questionnaire instrument was used to measure students' emotional intelligence. The test instrument was used to measure problem-solving skills, and interviews were conducted to learn more about problem-solving skills. The subjects of this study were 5 of 15 students from class VIII who were taken as a sample and then given an ability test and analysis based on Krulik and Rudnick's problem-solving steps. Subjects with high emotional intelligence can understand the context of the problem and represent the problem with pictures. Students can link between information, use appropriate strategies or steps, and relevant answers and conclusions. The subject with medium emotional intelligence is rewriting information on the problem using mathematical models and their language. Subjects can relate information, but not all students' answers are correct. Subjects with low emotional intelligence do not make representations or use clear problem-solving strategies. Subjects cannot relate information, so they do wrong calculations and only guess the answer.

Impacts of Emotional Intelligence on Second Language Acquisition: English-Major Students’ Perspectives

“…Scholars underscore EI’s relevance across diverse domains such as individual well-being (Sánchez-álvarez et al, 2016; Schutte et al, 2010), mental health (Shabani et al, 2010), interpersonal relationships (Schutte et al, 2001), leadership (Gómez-Leal et al, 2022; McCleskey, 2014; Sadri, 2012), and scholastic performance (Duong et al, 2020; MacCann et al, 2020). Academic discourse suggests that individuals exhibiting high EI possess superior capabilities to navigate obstacles, cultivate positive relationships, make judicious decisions, and adapt to shifting contexts (Kant, 2019; Sekaryanti et al, 2023). Cumulatively, the literature corroborates EI as a multifaceted construct instrumental in personal emotional well-being and social functionality.…”

“…Emotional intelligence (EI), epitomizing the ability to comprehend and manage personal emotions and empathize with others’, significantly influences academic performance (Zhoc et al, 2018). High EI students can better regulate stress and emotions fostering positive peer relationships, self-awareness, resilience, and social skills, thus creating conducive learning environments (Kant, 2019; Sekaryanti et al, 2023). However, while the general role of EI in academic performance is well-documented, its impact on specific learning areas like second language acquisition (SLA), particularly English language learning in a Vietnamese context, remains under-researched.…”

“…Through honing their EI, Vietnamese learners can gain a deeper understanding and control over their emotions and the stress often associated with English language learning, known to be significant hurdles for them (Dau, 2022). Furthermore, improving their EI can bolster their resilience, motivation, and capacity to cultivate positive interactions with peers, educators, and future work associates (Kant, 2019; Sekaryanti et al, 2023). A comprehensive grasp and regulation of emotions could thereby alleviate language learning apprehension, enhance the classroom environment, and ultimately, escalate their proficiency in the English language.…”

Eksperimentasi Model Pembelajaran Stay Two Stray (TS-TS) dan Think Pair Share (TPS) Terhadap Hasil Belajar

“…Lebih lanjut, pendidikan merupakan suatu usaha yang telah dirancang untuk mencapai tujuan yang diinginkan (Boleng, 2021;French, 2020). Tujuan dari pendidikan yaitu untuk mendewasakan diri, mengembangkan potensi diri dan ketrampilan yang dibutuhkan dalam kehidupan bermasyarakat (Choirudin et al, 2021;Sekaryanti et al, 2023) Salah satu cara untuk mencapai tujuan pendidikan yaitu perlu adanya pembelajaran yang berkualitas dapat memicu tercapainya tujuan atau arah pendidikan.…”

Analysis of Using Pattern Finding Strategies Skills in Mathematical Problem Solving Viewed from Gender Differences

“…The World Economic Forum (WEF) also includes problem-solving as one of the skills needed in the 21st century (Inganah et al, 2023;ND Safitri et al, 2023;WEF, 2015). Students who have good problem-solving skills will find it easier to overcome various difficulties encountered in everyday life (Hu et al, 2018;Meryansumayeka et al, 2021;Sekaryanti et al, 2023a). Therefore, it is essential to train students' problem-solving abilities.…”