The relationship between emotional intelligence and mathematical problem-solving skills in elementary school students

Dhea Puspita  Kusmandari; Fitri Aida  Sari; Sukriadi Sukriadi; Fara Virgianita  Pangadongan; Wa Pain

doi:10.29407/jmen.v12i1.28421

Authors

Dhea Puspita Kusmandari Universitas Mulawarman
Fitri Aida Sari Universitas Mulawarman https://orcid.org/0000-0003-2679-4972
Sukriadi Universitas Mulawarman https://orcid.org/0000-0001-6333-0339
Fara Virgianita Pangadongan Universitas Mulawarman
Wa Pain SD Negeri 015 Samarinda Ulu

DOI:

https://doi.org/10.29407/jmen.v12i1.28421

Keywords:

Emotional intelligence, Mathematical problem solving , Mathematics learning

Abstract

Mathematical problem-solving skills are an important aspect of mathematics education and are influenced by various factors, including emotional intelligence. This study examined the relationship between emotional intelligence and mathematical problem-solving skills among elementary school students. This study employed a quantitative correlational design. The participants consisted of 26 fifth-grade elementary school students. Data were collected using an emotional intelligence questionnaire and a mathematical problem-solving test, and analyzed using the Spearman rank correlation test. The results showed a positive correlation between emotional intelligence and mathematical problem-solving skills; however, the relationship was not statistically significant. This may be attributed to the small sample size, the relatively homogeneous distribution of test scores, and the uniform learning environment. These findings suggest that emotional intelligence is not the sole factor influencing students' mathematical problem-solving skills. Other contributing factors include cognitive abilities, learning motivation, student engagement, teachers' roles, instructional strategies, and family support

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