Abstract
This study investigated the effectiveness of integrating emotional intelligence into cooperative mathematics learning. This research paper is a pre-experiment using a one-shot case study design where there are no pretest and control groups in collecting data. 20 tenth-grade students from the class of MIA 1 were the participants of the study during the academic year of 2018/2019. Research instruments used to collect data were questionnaires of emotional intelligence and students' response related to emotional intelligence-integrated cooperative learning, an observation sheet of students' activity when emotional intelligence-integrated cooperative learning was applied in the learning process and a test of students' mathematics learning outcomes. The data obtained were quantitatively analyzed by employing descriptive statistics analysis. Findings of the study revealed that: (1) all aspect of students' activity satisfies the criteria of ideal time where the activeness of students appear in the activity of readiness to receive explanations related to subject matter, activeness in discussions both in groups and in the class, the activeness of students in answering teachers' questions and solving mathematics problem; (2) students' response is in the positive category with the average score of 78,80 where students find it easy to understand the teaching material and are motivated to take part in the learning process because students feel challenged by solving math problems that are trained when the learning process takes place; (3) the average of students' mathematics learning outcome with the score of 78,67 passed the minimum standard of 75; and (4) 85% students had a score which was more than the minimum passing criteria. From the 4 aspects described, it can be argued that cooperative-based mathematics learning by integrating students' emotional intelligence can improve learning activities for both students and teachers and improve students' mathematics learning outcomes.
Highlights
Mathematics has fundamental roles in our daily life
Based on the previous explanations, it is necessary to investigate the effectiveness of the integration of emotional intelligence into cooperative-based mathematics learning in high school
Before the implementation of cooperative learning integrated with emotional intelligence, a questionnaire of emotional intelligence was administered to the students to group them based on their level of emotional intelligence
Summary
Mathematics has fundamental roles in our daily life. Its application is inseparable from people’s activities, for example, in business, agriculture, building construction, technology development, and other fields. Various ways could be employed to enhance students’ mathematics skills, and one of them is implementing student-centered learning [2] This learning allows students to discuss and construct their knowledge on their own. Slavin [7] said that some students do not actively participate in learning and give the decision to their peers Emotional impediment such as anxiety is one factor affecting students’ passiveness. Some research found developing a learning media integrated with emotional intelligence [14] and another one investigated the effects of integrating it into instruction on students’ attitudes toward mathematics [15]. Based on the previous explanations, it is necessary to investigate the effectiveness of the integration of emotional intelligence into cooperative-based mathematics learning in high school
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