Students’ Mathematical Problem-Solving Abilities in Terms of Emotional Intelligence with TGT and TAI Models

Abstract

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.