The correlation between emotional

intelligence and critical thinking skills with

different learning styles in science learning
Cite as: AIP Conference Proceedings 2014, 020135 (2018); https://doi.org/10.1063/1.5054539
Published Online: 21 September 2018

Marleny Leasa

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AIP Conference Proceedings 2014, 020135 (2018); https://doi.org/10.1063/1.5054539 2014, 020135

© 2018 Author(s).
 The correlation between emotional intelligence and critical
thinking skills with different learning styles in science
learning
Marleny Leasaa)

Primary Teacher Education, Faculty of Teachers Training and Education, Pattimura University
Jl. Dr. Tamaela, Unpatti Campus B Ambon 97114, INDONESIA

a)Corresponding author: marleny.leasa@yahoo.com

Abstract. The previous research reports suggest that the learning model of NHT combined with metacognitive strategies
has a significant effect on emotional intelligence and critical thinking skills. This study aims to reveal the correlation
between emotional intelligence and critical thinking skills of students with different learning styles in science learning
using the NHT model combined with metacognitive strategies. Emotional intelligence questionnaires are used to measure
students' emotional intelligence. Data of critical thinking skills are obtained through critical thinking skills tests in both
pretest and posttest forms. Data analysis was done by linear regression. The results revealed that there was no significant
relationship between emotional intelligence and critical thinking skills in students with auditory, read, and kinesthetic
learning styles. The resulted regression equations for auditory, read, and kinesthetic learning styles are Y = 45.203 +
0.027, Y = 49.021 - 0.127, and Y = 39.314 + 0.059. The information reveals that the level of emotional intelligence is not
a determinant factor in increasing the critical thinking skills of students in terms of learning styles. Allegedly, learning
model is more influential on improving emotional intelligence and critical thinking skills. Further research is needed to
examine the influence of learning style factors on emotional intelligence and critical thinking skills in other subjects at
various levels of education.

INTRODUCTION

Thinking skill is an important life skill in learning in the 21st century [1]. Critical thinking skills are
considered important to determine a person's cognitive development [2-3]. Someone who has critical thinking skills
always strives to develop his curiosity, motivated to solve problems, and think optimistically about everything.
Critical thinking must have considered possible solutions before making the best decisions.
Critical thinking is a process involving mental operations such as induction, deduction, classification, and
reasoning. Critical thinking is characterized by students' ability to define patterns, make connections, and solve new
problems. A person who thinks critically has certain characteristics such as always showing evidence through
observation or judgment based on criteria with appropriate methods, techniques, and decision making in solving a
particular problem. Critical thinking implies deeper thought processes, able to explore information, and to act wisely
in considering something before making the best rational decision [4].
Emotional intelligence is one aspect of psychology that is closely related to human life including in the
realm of education that encourages the cognitive process, one of them is thinking. In the aspect of education,
emotional intelligence usually associated with learning mechanisms, student academic performance, social behavior
practiced by students, as well as teachers' efforts in practicing learning effectively [5].
Emotional intelligence is coordinated by neural centers located in the limbic system, as well as considered
to have interactions with intellectual intelligence [6]. In simply, emotional intelligence is a tool used by man to
master or control his own behavior, train himself and interpersonal relationships, and adjust himself in the
environment. Emotional intelligence is a fast and efficient tool so that its development is urgent in order to prepare
for the future success of life for children from an early age.

International Conference on Science and Applied Science (ICSAS) 2018

AIP Conf. Proc. 2014, 020135-1–020135-8; https://doi.org/10.1063/1.5054539
Published by AIP Publishing. 978-0-7354-1730-4/$30.00

020135-1
 Emotional intelligence is a person's ability to motivate oneself, ready to remain in difficult circumstances,
able to manage the condition of the heart and control so as not to think about something excessively, to show
empathy, and have hope [7]. Emotional intelligence differs from emotion. Emotion is described as a subjective
reaction to an event or event that occurs in a person and is prominent, so that an impact on a person's physiological
changes. These events can then be observed by others, can even form an emotional experience on the perpetrators
themselves as well as others [8]. Emotional people may feel and or act more intensely than those who are less
emotional. They appear to show more prominent temperaments than people with low emotional responses.
Emotional intelligence is useful to awaken a person to recognize emotional responses and to use wisely at the right
time and condition.
Emotional intelligence can be functioned optimally to improve intellectual intelligence. Emotional
intelligence in the development of individuals is closely related to cognitive processes, which are observed at the age
before preschool. At that age the child does more activities both with peers and with adults actively. It allows more
social relationships that impact on the development of emotional intelligence [9]. There is no intellectual
intelligence without the empowerment of thinking, therefore the thinking skill is an area of intellectual intelligence
that needs to be considered, because it is considered to have a relationship with emotional intelligence. Thus,
emotional intelligence can be a predictor of critical thinking skills.
Documents on the relationship between emotional intelligence and critical thinking are available, both
critical thinking dispositions, as well as critical thinking skills ([10-13]. It means that by encouraging the
development of emotional intelligence then students' thinking skills are predicted to increase. On the other hand,
critical thinking allows people to form strong beliefs and provide the basis for a good emotional life [14].
Development of emotional intelligence or emotional literacy can be pursued in the scope of education to students
through learning or training activities, because in Indonesia, emotional intelligence is not taught specifically through
certain subjects ([15]. The reason may be that learning about emotional intelligence is not needed, or because the
content of teaching materials has been attempted to touch the emotional coaching and character of the students. The
hope of coaching good emotional intelligence in learning can improve educational success through improving
students' emotional and teacher behavior, improving teaching and learning mentality, and strengthening social
interaction [16].
Cooperative learning model can be a means of creating and empowering students' emotional intelligence. In
cooperative learning, individual and group participation of students takes precedence. Students are trained to
appreciate the opinions of friends when discussing, conveying ideas, and sharing their knowledge with others.
Students are also trained to understand the shortcomings of friends, as well as seeking equality in understanding
something, to achieve common goals. Students are present in the classroom with different learning style
backgrounds [15]. In the group they are integrated not only to develop critical thinking in learning, but also to be
tolerant and adaptive to the emotional state of themselves and others. Structuring study groups, has accommodated
students with different learning styles (auditory, kinesthetic, and read) to sit together in completing learning tasks
involving emotional elements. The cooperative learning developed by the researcher in this research has integrated
Numbered Heads Together (NHT) with metacognitive strategy with the reason to build awareness of metacognition
of students to plan, conduct, and evaluate learning process done. The metacognitive strategy hopefully can improved
the awareness of students to control the emotional self in organizing learning, including in interacting with peers,
and strengthen the relationship of intrapersonal and interpersonal students. The ultimate goal of training and
developing emotional intelligence through NHT combined metacognitive strategies in science learning is the
empowerment of students' critical thinking skills.
Based on the background, this study aims to analyze the relationship of emotional intelligence and critical thinking
skills of different styles in science learning.

METHODOLOGY

Correlational research was conducted to inform the relationship between emotional intelligence and critical
thinking skills of students who experience science learning with NHT combined metacognitive strategy, especially
in students with different learning styles. Emotional intelligence as a predictor variable, while critical thinking skills
as a criterion variable.
This study involved fifth grade students in Ambon City as a population, while the sample consisted of 69
students obtained based on unimodal learning style categories ie auditory (21 students), read (23 students), and
kinesthetic (25 students) on science lessons implementing NHT combined with metacognitive strategies.

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 Information about students' emotional intelligence was obtained through four emotional intelligence
questionnaires, then determined the average score. The time difference of the questionnaires is the same as every
month from 1st of August to December. Information about students' critical thinking skills is obtained through the
implementation of both pretest and posttest tests.
This study uses a learning style questionnaire, a questionnaire of emotional intelligence and a matter of
critical thinking skills tests. Questionnaire learning style adapted from Fleming [17] and has been tested in science
learning in elementary school students in Ambon City. While the other two instruments developed by the researcher
and validated by the expert, then performed empirical tests before use. Emotional intelligence questionnaire consists
of 22 points of negative statements and 22 points of statement with 5 choices of answers ranging from strongly
agree, agree, undecided, disagree, to strongly disagree. The critical thinking skills test instrument is used 2 times in
data collection, ie before learning using NHT learning model combined metacognitive strategy, and after learning
with the model.
Learning style data obtained through questionnaires is nominal data, while emotional intelligence data and
critical thinking skills are interval data. Learning style data is only used to classify or categorize learning styles. The
data were analyzed by simple linear regression through SPSS 23.00 for windows after fulfilling the normality test
requirement. Analysis of One Sample Kolmogorov Smirnov Test, used to test the normality of data, in which all
data used are: emotional intelligence (auditory, kinesthetic, and read learning style) respectively 0.200, 0.200, and
0.101. Data of critical thinking skill used is the difference data (between posttest and pretest) respectively for
auditory, kinesthetic, and read learning style is 0.200, 0.197, and 0.184. So all the data meet the normality test
requirements.

RESULTS AND DISCUSSION

The results of linear regression analysis that describes the relationship between emotional intelligence and
critical thinking skills are presented in Table 1a-1c below.

TABLE 1a. Anova summary of the correlation between emotional intelligence and critical thinking skills of
auditory learning style students
Anovaa
Model Sum of Squares df Mean Square F Sig
Regression 1.454 1 1.454 .007 .934b
1 Residual 3965.224 19 208.696
Total 3966.678 20
a. dependent variable: ykbkaud
b. predictors: (constant), xkeaud
TABLE 1b. Anova summary of the correlation between emotional intelligence and critical thinking skills
of kinesthetic learning style students
Anovaa
Model Sum of Squares df Mean Square F Sig
Regression 2.806 1 2.806 .019 .891b
1 Residual 3202.167 22 145.553
Total 3204.973 23
a. dependent variable: ykbkkin
b. predictors: (constant), xkekin

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TABLE 1c. Anova summary of the relationship between emotional intelligence and critical thinking skills of read
learning style students
Anovaa
Model Sum of Squares df Mean Square F Sig
Regression 25.794 1 25.794 .125 .727b
1 Residual 4748.549 23 206.459
Total 4774.342 24
a. dependent variable: ykbkread
b. predictors: (constant), xkeread

Based on the results of anova on linear regression analysis (Table 1a-1c), it is note that the value of
significance (0.934, 0.891, and 0.727) in each learning style is greater than alpha 0.05 which means there is no
relationship between emotional intelligence and critical thinking skills of students who have auditory, kinesthetic,
and read learning styles.
Emotional intelligence proved to have no relationship with critical thinking skills in terms of student
learning styles. In this connection there was a research reveal that emotional intelligence has a linear relationship
with critical thinking, but if viewed from the aspect of gender the two variables have no relationship [10] . The
relationship between emotional intelligence and critical thinking shows that emotions and thoughts are bound
together, meaning that one's emotions can determine critical thinking. The other research informed that emotional
intelligence has a linear relationship with critical thinking. In a study involving students to speak fluent English,
emotional intelligence encourages them to have a high level of self-esteem and actively cooperate with others. Also
informed that they are more emotionally involved to develop the ability to speak than their critical thinking [11].
There are several reasons that should be elaborated to answer why emotional intelligence has no
relationship to critical thinking skills in elementary students, especially with different learning styles. Firstly, the
emotional intelligence of elementary students has not been stable, because it is still in the formation phase and
emotional maturation. Emotional child can be known quickly and easily through expression, gestures, and body
position. Anger is one of the most easily recognized negative emotions by others [18]. This disparity is related to the
level of development of elementary students who have not been independent or much dependent on teachers and
parents in decision making. Elementary students in spite of emotional anger, upset, or disappointed they remain
under the control of the teacher, so they can not fight the teacher. In this case they still have to learn and think.
Aspects of learning styles allegedly contributed greatly to the results of research that proved no relationship
between the two variables. Leasa & Corebima [17] reported that emotional intelligence and cognitive learning
outcomes have no impact on learning styles. A separate study found that learning styles only have an effect on
emotional intelligence [15], not on critical thinking skills [20]. The contribution of emotional intelligence to critical
thinking skills is shown in Table 2.

TABLE 2. Summary of linear regression between emotional intelligence and critical thinking skills
Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate Learning Style
.019a .000 -.052 14.44632 Auditory
1 .030 a .001 -.045 12.06454 Kinesthetic
.074 a .005 -.038 14.36867 Read
a.
predictors: (constant), xkeaud; xkekin, xkeread

Table 2 describes the value of R square between emotional intelligence and critical thinking skills by 0.000,
0.001, and 0.005. This means that the contribution of emotional intelligence to critical thinking skills is very low ie
reach 0-0.5. This is consistent with the results of anova showing no significant relationship between emotional
intelligence and critical thinking skills. These findings prove that emotional intelligence can not be used as a
predictor of improving students' critical thinking skills.
Interpretation of emotional intelligence data and critical thinking skills indicate that increased emotional
intelligence is not necessarily supported by the improvement of critical thinking skills, due to the fluctuating data of
students' critical thinking skills. From the data of the research results, it is known that students 'critical thinking
skills tend not to increase along with the increase of students' emotional intelligence. Likewise the value of

020135-4
emotional intelligence in all learning styles is more or less the same. There is no learning style that stands out in
terms of emotional intelligence.
Emotional intelligence is one of the factors that encourage a person to think logically, which means
supporting the formation of students' critical thinking skills. The information is similar to the opinion that emotional
intelligence and critical thinking have a relationship [11]. This result is not much different from the report findings
before saying that the relationship between critical thinking and emotional intelligence is at a medium level [13].
Similarly, another research has conducted on prospective teachers found that there is a significant relationship
between critical thinking disposition and emotional intelligence, where Pearson's correlation value is 0.609 [12]. In
this regard, it has been known that a person's ability to understand and manage the emotions affect performance
[21]. Interestingly, someone can use that ability to perform stressful cognitive tasks. Overall emotional intelligence
is related to academic performance, and in higher emotional intelligence it is closely related to achievement of better
academic or cognitive performance as well.
The results of the study describe that learning style factors do not contribute and significant influence in
shaping critical thinking skills. In connection with that, it has been mentioned that learning styles do not have any
impact on the continuity of classroom learning practices [22]. This means that the development of critical thinking
skills is not determined through student learning styles, but teachers may need to develop those skills through
ongoing or repetitive learning activities.
The verification of the fact that learning styles have no effect on critical thinking skills can be observed
through analysis of students’ responses to the following questions (Table 3 & 4, example problems no 6a and 7).
Problem No. 6a. Rani planted a flower in a pot and put it in the house. Explain two things Rany needs to do
everyday so that the plants in the pot can process photosynthesis.
TABLE 3. Category of student answers based on learning style of problem number 6a
auditory Read kinesthetic
1. watered every day and put it in 1. must be watered so as not to die 1. water it every day and
a place that gets sunlight. and must be exposed to sunlight fertilize it
2. it should be watered every day in order to photosynthesize. 2. remove from the room to
then lift it to a place where 2. watering and putting in hot get sunlight.
there is sunlight. spots to photosynthesize. 3. rani should put the plant
3. water it every day and put in 3. placing plants outside the home outside & water it
sunlight. because plants require sunlight diligently in order to
4. take out the plants to get to photosynthesize and water process photosynthesis
sunlight and always be plants. well.
watered. 4. watering the plants and 4. watering it, then flowers
5. watered every day and put in a providing sunlight, because should also be about
place that gets sunlight. plants should photosynthesize, sunlight.
otherwise the plant is dead. 5. water it every day and
5. water plant in the pots and fertilize it.
fertilize them to carry out
photosynthesis.

From the students' answers in Table 3, it is known that they have developed critical thinking in answering
the questions posed. In the question of number 6a related to photosynthesis, students were asked to give two reasons
related to the continuity of photosynthesis in plants conditioned in indoors. In all learning styles ie auditory, read,
and kinesthetic, it appears that students put forward a logical argument that for the sake of photosynthesis, plants
need sunlight and water. Therefore, plants should be placed in the right location, so that the leaves can catch the
sunlight. Plants also require water to be used in photolysis reactions, to produce oxygen. Potted plants can obtain
water only when there is human assistance to water directly on the plant.
Problem No. 7. If in the world there are no green plants, humans and animals must die. How can you trust
these statements? Explain with proof!

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 TABLE 4. Category of student answers based on learning style of problem number 7
auditory
1. man will die, because humans can not
make food like vegetables, humans can
not make clothes.
2. yes humans and animals must die,
because clothing, food, and homes
come from plants. Human and animals
will die if there are no plants.
3. because humans can not get oxygen, no
houses, clothing, and food, nor do
animals have shelter from the enemy.
4. because animals and humans need
plants.
read kinesthetic
1. humans can not breathe 1. plants produce oxygen, no
and can not eat. plants have no oxygen, and
2. if there is no plants, humans can not live.
human can not breathe 2. because if there is no plant
fresh air. then there is no oxygen, no
3. it is caused if there are food, and no material to make
no plants, animals and clothes.
people will die because 3. because green plants can be
plants release oxygen to eaten by humans.
humans. 4. because humans and animals
4. it is caused if there is depend on plants.
no plant we can not eat.

Problem number 7 is still related to the plants’ role for human and animal life. This question leads the
student to review the belief in the knowledge that has been possessed through a proof. In all learning styles, in
general, students have provided relevant evidences and convincing reason that humans and animals can’t live alone
without plants. In the ecosystem link, humans and animals are a limited consumer group because they can’t make
their own food (heterotrophs), and only plants have that ability, so they are known as autotrophic organisms. Almost
all life processes require plants, humans and animals to breathe using the oxygen produced by plants. Heterotrophic
organisms get food from plants, make clothes to protect the body from materials produced by plants such as cotton
and yarn, including to make a house. So plants really determine the lives of humans and animals. From the students'
answers to each learning style, there are some who explain in detail using the evidence, but there is also a direct
conclusion that life on earth is determined by the existence of plants as producers.
The regression coefficients between the predictor and criterion variables are shown in Table 5.
TABLE 5. Regression coefficient value between emotional intelligence and critical thinking skills of students on
auditory, kinesthetic, and read learning styles
Coefficients
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
b Std. Error Std. Error
(Constant) 45.203 21.876 2.066 .053
1
xkeaud .027 .328 .019 .083 .934
Dependent Variable: ykbkaud
(Constant) 39.314 31.205 1.260 .221
1
xkekin .059 .423 .030 .139 .891
Dependent Variable: ykbkkin
(Constant) 49.021 24.976 1.963 .062
1
xkeread -.127 .359 -.074 -.353 .727
Dependent Variable: ykbkread

Based on Table 5, it is determined that the regression equation resulting from the relationship between
emotional intelligence and critical thinking skills on auditory, kinesthetic, and read learning styles. In auditory, a =
45.203 and b = 0.027, on kinesthetic, a = 39.314 and b = 0.059, for read learning style, a = 49.021 and b = -0.127.
Thus the regression equation for auditory, kinesthetic, and read-learning style is Y = 45.203 + 0.027X, Y = 39.205 +
0.059X, and Y = 49.021 - 0.127X. In the regression equation, X shows emotional intelligence, and Y = critical
thinking skills. The significance values in Table 5 all show greater than 0.05, which means there is no effect of
emotional intelligence on critical thinking skills. Each addition of one unit of emotional intelligence variable will
increase the value of the critical thinking skill variable by 0.027, or 0.059 in the auditory and kinesthetic learning
style students, and will decrease the critical thinking skill variable value by 0.127.
In this study emotional intelligence, there is no special treatment for example by creating learning based on
social and emotional development (Social Emotional Learning/SEL). Emotional intelligence and critical thinking

020135-6
skills try to be developed in students with different learning styles through NHT cooperative learning model
combined with metacognitive strategies. The combination of these models and metacognitive strategies leads to
student-centered, cooperative learning in the hope that cooperative learning can train students to share their
knowledge, skills, and life with other students. Application of the model also aims to empower students to recognize
the emotional self and others, and able to build social interaction with others so trained to read and manage the
emotional self and others.
Empowerment of emotional intelligence in learning with this model still needs to be done again, especially
in elementary students who may not have the level of awareness as adults in knowing and managing emotional self
and others effectively. Good emotional development is useful to encourage student academic success [23-24]. Wong
[25] reported that in learning at the elementary level in Hong Kong and China, emotional learning based on social
learning has been done since students are in grade 2 to grade 5 primary school. Learning based on emotional social
competence is focused on several aspects including: a). facilitate students to understand emotions in general (happy,
angry, sad, worried, shocked). b) learning to manage anxiety and fear, c) using thinking skills for clear thinking, d)
using conflict resolution patterns in conflict resolution, and e) relieving stress and relaxation. Students with poor
social emotional development are at risk of academic failure. This means that the development of learning that
integrates the SEL is maximized, through clear application and monitoring from time to time to know the
development of students' emotional intelligence, as well as their thinking skills.

CONCLUSION AND RECOMMENDATION

Based on the results of research and discussion concluded that: 1) there is no relationship between between
emotional intelligence and critical thinking skills in students who have auditory, kinesthetic, and read learning style.
2) Since there is no correlation between emotional intelligence and critical thinking skills, there is virtually no
contribution of emotional intelligence to students' critical thinking skills, it is only 0.5. 3). The regression equation
to illustrate the relationship between emotional intelligence and critical thinking skills for auditory, kinesthetic, and
read-learning styles is Y = 45.203 + 0.027 X, Y = 39.205 + 0.059X, and Y = 49.021 - 0.127X. Thus it is known that
emotional intelligence is not a determinant of the increasing critical thinking skills of elementary school students in
relation to learning styles. Allegedly, learning model is more influential on improving emotional intelligence and
critical thinking skills. Further research is recommended to assess the development of students' emotional
intelligence at every level of education and its impact on cognitive development as well as high-order thinking skills
of students. In addition, research is needed to examine the influence of learning style factors on emotional
intelligence as well as critical thinking skills in various subjects.

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