This study investigates the influence of Emotional Quotient (EQ) on the formative assessment outcomes in mathematics among fifth-grade students at SD Negeri 33 Kota Pagar Alam. Employing a quantitative approach with correlational methods, the study involved all 29 students using a saturated sampling technique. Data were collected through validated EQ questionnaires and mathematics formative test scores, followed by analysis using SPSS version 25. The results showed a significant positive relationship between students’ EQ and their learning outcomes, with a t-value of 3.967 and a significance level of 0.000. The coefficient of determination (R² = 0.368) indicates that 36.8% of the variance in formative scores can be explained by EQ. These findings highlight the crucial role of emotional stability, self-regulation, and social competence in enhancing academic performance, particularly in subjects perceived as challenging like mathematics. The study also supports integrating emotional intelligence strategies into classroom instruction and teacher training. Recommendations include implementing EQ-sensitive teaching approaches and future research involving larger, more diverse student populations to validate these results.
Kariyanto et al. (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: