<![CDATA[The low achievement on the 2025 Physics Academic Competency Test, which reached only 31.34%, indicates that senior high school students still face difficulties in physics problem-solving, both in terms of mathematical-technical mastery and psychological readiness when confronting complex problems. This study aims to analyze the effect of arithmetic operation ability and emotional intelligence, both partially and simultaneously, on physics problem-solving ability among senior high school students. To achieve this objective, the study employed a quantitative approach with a multiple linear regression design. The population comprised eleventh-grade students with a total sample of 72 students. The sample was determined through three stages: purposive sampling to select the research schools, proportionate stratified sampling to determine the sample proportion from each school, and random sampling to select students from the designated classes. Data were collected using written essay-type tests to measure arithmetic operation ability and physics problem-solving ability (based on Polya's stages), as well as a Likert-scale questionnaire to measure emotional intelligence. Based on the hypothesis testing results, the findings are as follows: (1) arithmetic operation ability has a positive and significant effect on physics problem-solving ability (t = 8.931; sig < 0.001); (2) emotional intelligence has a positive and significant effect on physics problem-solving ability (t = 6.618; sig < 0.001); and (3) arithmetic operation ability and emotional intelligence jointly have a significant effect on physics problem-solving ability (F = 53.542; sig < 0.001), accounting for 60.8% of the variance. This study underscores the importance of an integrated approach that combines cognitive (arithmetic operation) and affective (emotional) aspects in physics learning to optimally enhance students' problem-solving skills.]]>
