<![CDATA[This research was conducted with the aim of, among other things, to find out emotional intelligence (emotions of compassion, fear and boredom) of students in chemistry learning, emotional intelligence of students for emotions of compassion, emotional intelligence of students for emotions of fear, emotional intelligence of students for emotions of boredom, percentage of emotional intelligence levels of students for emotions of compassion, fear, boredom, and factors that influence students' emotional intelligence. The instrument in the research was an emotional intelligence questionnaire with 37 items. The study population is class XII-2 students in one of the private high schools in Jayapura for the 2023/2024 school year totaling 31 people. The results of the analysis obtained include emotional intelligence of students in chemistry learning in the good category with an average value of 72.25 and an average chemistry learning outcome of 48.26 in the sufficient category; emotional intelligence of students for emotions of compassion, fear, boredom are each in the good category with an average of 63.23, 75.59, 71.47; the percentage level of students' emotional intelligence for the emotions of compassion, fear, and boredom are at the level of always compassionate, compassionate, less compassionate, and not compassionate in learning chemistry respectively by 27.74, 38.71, 29.03, and 4.52%, at the level of always afraid, afraid, less afraid, and not afraid respectively 53.32, 31.31, 13.09, and 2.28%, at the level of always bored, bored, less bored, and not bored respectively 40.65, 35.91, 20.86, and 2.58%; and the factors that influence students' emotional intelligence consist of internal factors (brain factors or intellectual intelligence and age, physical, and psychological) and external factors (education both in the family, school, and society). Keywords: Boredom; Chemistry Learning; Compassion; Fear; Intelligence Emotional.]]>
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