Students’ Critical Thinking Skill in Solving Geometry Problems Viewed from Their Emotional Intelligence

Abstract

Critical thinking skills are important in solving geometric problems. The intelligence aspect also influences problem-solving. Therefore, this study aimed to describe students’ critical thinking skills in solving geometric problems in terms of emotional intelligence. This research was a qualitative descriptive study with 6 students as the research subject. Researchers used triangulation methods to collect data and determine the validity of the data, namely questionnaires, tests, and interviews. The results showed that as many as 32.26% of students who had low emotional intelligence could not do all the questions correctly, 32.26% of students who had medium emotional intelligence could not work on the questions with indicators of identify existing biases and compile and analyze arguments, and 35.48% of students who have high emotional intelligence cannot work on questions with indicators of make conclusions and analyze the veracity of statements. This was due to a lack of understanding of the definitions, formulas, concepts, and existing information to find information used in solving problems. So, it is necessary to provide more complex practice questions and emphasize understanding of the concept of geometry so that students can use ideas to solve non-routine questions.