“…Several previous studies have examined emotional intelligence including: analyzing the relationship of emotional intelligence and employee performance (Brunetto, Teo, Shacklock, & Farr-wharton, 2012;Cartwright & Pappas, 2008;Farrastama & Asmony, 2019;Feyerhem & Rice, 2002;Harahap & Sagala, 2019;Ibrahim, 2012;O'Boyle Jr, Humphrey, Pollack, Hawver, & Story, 2011;Kirk, Schutte, & Hine, 2011;Krisnanda, Bagus, & Surya, 2019;Mamangkey et al, 2018;Mulyasari, 2018), the nature of emotional intelligence in adolescents (Argyriou, Bakoyannis, & Tantaros, 2016), the effect of emotional intelligence on work practices (Athariq & Andayono, 2019), the effect of emotional intelligence on pro-social behavior (Hanana, 2018;Sahputra & Hayati, 2019), portrait of emotional intelligence in students (Birks, Mckendree, & Watt, 2009;Indriawati, 2018;Luan & Blegur, 2018), the role of emotional intelligence in coping strategies (Felix et al, 2019), the importance of emotional intelligence for leadership (Allameh & Khazaei, 2015;Suryana, 2019), description of emotional intelligence in gifted students (Respati, Arifin, & Ernawati, 2007), consumer emotional intelligence (Kidwell, Hardesty, & Childers, 2008), and the importance of emotional intelligence in learning. From the most recent research, most of the emotional intelligence research applied to the working-age, only a few that examines emotional intelligence in the educational environment.…”