The ANALYSIS OF STUDENTS' NUMERATION ABILITY IN SOLVING MINIMUM COMPETENCE ASSESSMENT QUESTIONS ON SPATIAL BUILDINGS FROM THE POINT OF EMOTIONAL INTELLIGENCE

ANALISIS KEMAMPUAN NUMERASI SISWA DALAM MENYELESAIKAN SOAL ASESMEN KOMPETENSI MINIMUM PADA MATERI BANGUN RUANG DITINJAU DARI KECERDASAN EMOSIONAL

Abstract

Abstract:

Numeracy skills are essential competencies that students must possess to address contextual problems, particularly in solving Minimum Competency Assessment (AKM) questions on three-dimensional geometry. In addition to cognitive abilities, non-cognitive factors such as emotional intelligence are believed to influence students’ success in solving numeracy problems. This study employed a descriptive qualitative approach involving 21 ninth-grade students at SMPN 3 Mandastana. From the total participants, three students representing high, moderate, and low levels of emotional intelligence were selected as the main data sources. Data were collected through an AKM-based numeracy skills test, an emotional intelligence questionnaire, and in-depth interviews. The results indicate variations in students’ numeracy abilities based on their levels of emotional intelligence. Students with higher emotional intelligence tended to solve AKM questions more accurately and efficiently than those with lower emotional intelligence. Data analysis further reveals that students who are able to manage their emotions well, remain motivated, and possess strong social skills perform better in solving complex numeracy problems. These findings suggest that emotional intelligence plays an important role in influencing students’ numeracy abilities.