Dampak Kecerdasan Emosional terhadap Peningkatan Hasil Belajar Siswa SDN

Abstract

This study aims to synthesize previous research on the impact of emotional intelligence and self-regulation on the academic and affective learning outcomes of primary school students, specifically within the context of SDN. The continuous development of student competence in the modern era requires a balanced combination of cognitive capabilities and psychological stability. Utilizing a descriptive qualitative literature review method, data were gathered from reputable national and international databases, such as Google Scholar, Garuda, Sinta, and ScienceDirect, spanning the publication years 2020 to 2025. The strict inclusion and exclusion criteria were applied to screen textual documents regarding emotional intelligence and primary school achievements. The results indicate that self-regulated learning acts as a cognitive filter that significantly enhances students' attention focusing and reduces academic anxiety. Furthermore, internal psychological factors, such as self-efficacy and metacognitive awareness, serve as the primary drivers for autonomous learning. The findings also reveal that high levels of empathy and social skills foster inclusive learning environments and positive affective outcomes. Ultimately, a strong synergy among external support systems namely parents, teachers, and peers accelerates the internalization of discipline and emotional resilience. In conclusion, integrating emotional intelligence and self-regulation into the pedagogical framework is essential to cultivating sustainable academic focus and comprehensive affective character development in primary school students.