<![CDATA[Students’ logical, critical, and systematic thinking skills are developed and honed through mathematics. However, in reality, mathematics learning outcomes remain relatively low. In addition to intellectual factors, other factors, such as emotional factors, may also be involved. Emotional intelligence is believed to influence students’ ability to manage their emotions, enhance their motivation to learn, and foster positive interactions during the learning process. The purpose of this study is to determine the correlation between students’ emotional intelligence and their mathematics learning outcomes at Assa’adah High School. With an ex post facto design, this study is a quantitative association study. In this study, 113 students from Assa’adah High School in Bungah, Gresik, were selected using purposive sampling as the research sample. A Likert-scale questionnaire on emotional intelligence and documentation from the End-of-Semester Summative Assessment (PSAS) in mathematics were used to collect data in this study. The analysis was conducted through several stages, namely the normality test, linearity test, simple linear regression test, and coefficient of determination test. According to the analysis, there is a statistically significant positive correlation between emotional intelligence and learning outcomes, with a significance level of 0.000 < 0.05. Approximately 13.2% of mathematics learning outcomes are attributed to emotional intelligence, while the remaining 86.8% are attributed to additional variables not accounted for in this study.]]>
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