The Effect of 21st Century Learning on Increasing Mathematics Learning Outcomes in High and Low Emotional Intelligence Students

The end of the 20th century was marked by a shift in the development paradigm from economic development to the paradigm of human resource development. Also, student learning outcomes can be seen through emotional intelligence. Students who can control their emotions will easily accept the knowledge conveyed by the teacher in the learning process. The purpose of this study was to determine the effect of 21st-century learning on improved learning outcomes in terms of the emotional intelligence of students with high and low emotional intelligence. This research uses descriptive quantitative research methods. In this study, the subjects were students of class 5A SDN Waruberon. To obtain data, researchers used 2 instruments, namely: a students' emotional intelligence questionnaire sheet and a learning outcome test sheet. This type of research is classified as quasi-experimental research. The results of the t-test calculation, t_count > t_table is 6,36086 > 1,78. The average increase in high emotional intelligence is better than low emotional intelligence with a value of 37,333 > 26,5. It can be concluded that students’ emotional intelligence is able to accept 21st-century learning well so that it can improve student mathematics learning outcomes.