Analysis emotional intelligence as a predictor of students’ mathematical thinking processes: insights from SDN 1 Pesanggrahan

Abstract

This study aims to determine whether emotional intelligence can influence how students think when solving math problems in elementary school. Specifically, this study focuses on three main things, namely: (1) determining the level of students' emotional intelligence, (2) observing the relationship between emotional intelligence and students' mathematical thinking abilities, and (3) determining the role of teachers in helping students manage their emotions when learning mathematics. This study employs a qualitative descriptive approach involving four fifth-grade students from SDN 1 Pesanggrahan, selected based on high, moderate, and low emotional intelligence categories. Data were collected through observation, interviews, and documentation, then analyzed according to themes aligned with mathematical thinking indicators and Goleman's emotional intelligence theory. The results of the study indicate that students with high emotional intelligence tend to think more systematically and are able to reflect on their thinking processes, while students with moderate and low emotional intelligence tend to experience difficulties. This study highlights the importance of mathematics education that also cultivates students' emotional intelligence, as well as the need for teaching strategies that balance emotional and cognitive aspects at the elementary school level.