Students’ Activities and Responses Based on Emotional Intelligence in Mathematics Learning with a STEM Approach

Emotional intelligence can be considered a component that can be taken into account and used as a foundation for effective learning. One of the benchmarks for learning effectiveness is students’ activities and responses during the learning process. This study aims to investigate students’ activities and responses based on emotional intelligence in mathematics learning using the STEM approach in Grade 10, focusing on quadratic functions. The subjects of this study were students of Grade X-04 at Al-Islam High School of Krian. The method used in this study was a descriptive quantitative method with a one-shot case study design. The data collection techniques employed were observation, questionnaires, and tests. The results of the study showed that students’ activities and responses during the learning process using the STEM approach with the STAD (Student Team Achievement Division) learning model over two sessions, based on emotional intelligence, yielded the following outcomes: students with high emotional intelligence demonstrated very active participation and a highly positive response, achieving 95.71%; students with moderate emotional intelligence showed active participation and a highly positive response, achieving 91.67%; and students with low emotional intelligence demonstrated moderately active participation and a less positive response, achieving 58.64%.