PENGARUH KECERDASAN EMOSIONAL DAN KONSEP DIRI TERHADAP PEMAHAMAN KONSEP MATEMATIKA

Abstract

The primary goals of this research were to ascertain: (1) how students' emotional intelligence influences their grasp of mathematical ideas in Tangerang Regency junior high schools; and (2) how this relationship evolves over time. (2) Tangerang Regency junior high school pupils' conceptualization of mathematical ideas is influenced by their self-concept. (3) Students in Tangerang Regency's junior high school have a direct correlation between their self-concept and emotional intelligence. (4) Intangerang Regency, students' grasp of mathematical ideas is indirectly influenced by their level of self-esteem and emotional intelligence; this is especially true for junior high school students. This study's methodology included a mix of survey and correlational path analytic techniques. The study found that emotional intelligence plays a significant role in predicting the level of mathematical understanding among Tangerang Regency junior high school pupils. A t-value of 3.400, which is higher than 3.225, and a significance value of 0.001, which is less than 0.05, both point to this. Tabulated at 1,989 is our data. (2) Tangerang Regency junior high school pupils' self-concepts greatly impact their grasp of mathematical ideas. Since 2.132 is more than 0.05 on the t-count, we can conclude that 0.036 is also less than 0.05. Table 1,989 backs this up. Tangerang Regency junior high school pupils' self-perceptions are greatly impacted by emotional intelligence. A t-value of 6.254 was calculated. Table 1.989 and a Sig. value of 0.000 (less than 0.05) corroborate this. Students in Tangerang Regency's junior high school exhibit emotional intelligence, as measured by their self-concept. Thus, self-concept influences concept mathematical knowledge indirectly but not significantly. A t-count value of 1.32 < 1.989, which is bigger than the t-table value of 1.989, indicates this. Mathematical topics can be better understood by children when teachers provide them with emotional intelligence and self-concept training, two practical measures. The goal is for pupils to have a better grasp of mathematical concepts and find solutions to problems more easily.