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This study aims to determine the differences in each learning model of emotional intelligence and the ability to solve mathematical problems of students as well as in the interaction between the two. This research is quasi-experimental research. The population of this study was all eighth-grade students of the State Junior High School in Karanganyar Regency in the academic year 2018/2019. The sample consists of eighth-grade students of State Junior High School 1 Matesih, 1 Jumantono and 3 Tasikmadu which are taken by stratified cluster random sampling. The instrument used to collect data is a test of mathematical problem-solving abilities and student emotional intelligence questionnaires. The technique of data analysis using MANOVA cell is not the same. The results showed that: (1) TGT model provide problem solving abilities better than TAI model on the material side room flat. (2) The TGT model provides students with emotional intelligence that is better than the TAI model in the material of building flat side spaces. (3) In each learning model, mathematical problem solving abilities of students with high emotional intelligence are better than students with moderate and low emotional intelligence, and students with moderate emotional intelligence are better than students with low intelligence. The results of research on eighth grade students with the TGT and TAI models are that students tend to be better at problem solving skills than students who are taught with the direct model. from the results of this study, it is expected that the TGT model is used to teach material to build flat side spaces in eighth grade students.

The process of learning mathematics, anxiety is a supporting and inhibiting factor for student learning achievement, especially in learning logarithm material. Difficulties in the form of anxiety are one of the emotional factors of students. Anxiety can also be a useful stimulus because each student has a different level of anxiety in facing certain material; this can be known and measured by distributed questionnaires the sample class. Anxiety adaptation is a way to overcome anxiety in problem-solving activities. This study aimed to determine the general description of anxiety levels in tenth-grade students (in Roman Numerals X) dealing with logarithm material. The form of this research is quantitative research. The instrument used was a logarithmic test and a mathematics anxiety questionnaire consisting of 30 statements, which included attitude, somatic, cognitive, and mathematical understanding aspects. The results showed that mathematical anxiety had a very high influence on students' mathematical understanding and mathematics learning abilities. The hope, this research can be used by academics in the world of education to support the success of mathematics learning.)

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