<![CDATA[ This study aims to find out the relationship between emotional intelligence and science learning activity among fifth-grade elementary school students, specifically at SDN 1 Jampangkulon. The study uses a correlational method with a quantitative approach, involving 219 fifth-grade students in cluster 1 Jampangkulon, and 69 of them were selected as the main sample, namely in the fifth grade at SDN 1 Jampangkulon, chosen using a simple random sampling technique with the Slovin formula. Data were collected through emotional intelligence questionnaires and science learning activity questionnaires. Data analysis was done using statistics, including prerequisite tests like normality test, linearity test, and heteroscedasticity test, as well as hypothesis testing using the Pearson Product Moment correlation test. The results showed that students' emotional intelligence falls into the moderate category, with 68.1%, while their science learning activity is in the moderate category with 72.5%. The correlation test results showed a correlation coefficient of 0.766 with a significance value of 0.000 < 0.05. These findings indicate a positive and significant relationship between emotional intelligence and active learning in science. Emotional intelligence contributes 58.7% to science learning activities, while other factors outside the study influence it by 41.3%. The conclusion of this study shows that students are more engaged in their learning when their emotional intelligence is better during science learning, as shown throughout the learning process.]]>
