<![CDATA[Emotional intelligence is an important aspect that needs to be developed among elementary school students because it contributes to emotional regulation, empathy, and positive social relationships. This study aimed to describe teachers' strategies in fostering students’ emotional intelligence and to identify the factors influencing its implementation. The research employed a qualitative descriptive approach. The participants consisted of a fifth-grade teacher and students of SD Negeri 1 Tatura Palu. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using an interactive analysis model involving data condensation, data display, and conclusion drawing. Data validity was ensured through source triangulation and technique triangulation. The findings revealed that teachers fostered students’ emotional intelligence through personal approaches, understanding students’ characteristics, self-reflection activities, collaborative learning, and the reinforcement of spiritual values. The success of emotional intelligence development was supported by close emotional relationships between teachers and students as well as a conducive school environment, while family conditions, social environment, and limited school facilities acted as inhibiting factors. The study concludes that fostering students’ emotional intelligence requires holistic strategies through collaboration among teachers, families, and schools. ABSTRAK Kecerdasan emosional merupakan salah satu aspek penting yang perlu dikembangkan pada peserta didik sekolah dasar karena berperan dalam kemampuan mengelola emosi, membangun empati, dan menjalin hubungan sosial yang positif. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam membina kecerdasan emosional peserta didik serta mengidentifikasi faktor-faktor yang memengaruhi pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas guru dan peserta didik kelas V SD Negeri 1 Tatura Palu. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa guru membina kecerdasan emosional peserta didik melalui pendekatan personal, pengenalan karakter peserta didik, kegiatan refleksi diri, pembelajaran kolaboratif, serta penguatan nilai-nilai spiritual. Selain itu, keberhasilan pembinaan kecerdasan emosional dipengaruhi oleh faktor pendukung berupa kedekatan emosional guru dengan peserta didik dan lingkungan sekolah yang kondusif, serta faktor penghambat yang berasal dari lingkungan keluarga, kondisi sosial, dan keterbatasan sarana sekolah. Penelitian ini menyimpulkan bahwa pembinaan kecerdasan emosional memerlukan strategi yang holistik melalui sinergi antara guru, keluarga, dan sekolah.]]>
