The Relationship between Social Intelligence and Student Academic Success: Case Studies in the Campus Environment

Abstract

This research aims to explore the relationship between emotional intelligence and student academic achievement at the Muhammadiyah University of Bangka Belitung. The simple random sampling method was used to select 36 students as research subjects. The instruments used include an emotional intelligence scale based on Goleman's theory (2002) and grade transcripts to assess academic achievement. The research results show that the majority of PGSD students have a high level of social interaction with peers (86.1%), which has the potential to increase their social intelligence. Most students (72.2%) had a moderate level of social involvement, while 11.1% had high or very high social involvement. In addition, 77.8% of students felt quite capable of understanding other people's feelings and thoughts, and 97.3% considered it important or very important to have good relationships with lecturers and staff. As many as 58.2% of students often or very often attend social events on campus, which shows their level of social intelligence. High levels of social support from peers contribute to learning motivation, reduce stress, and improve emotional well-being, all of which can improve academic achievement. Most students often or very often work together on academic assignments (80.5%), and the majority can resolve interpersonal conflicts with frequency sometimes (55.6%) or often (27.8%). Data also shows that 41.7% of students sometimes help other students. Finally, there is a significant relationship between academic success and the ability to interact socially in the campus environment, with 47.2% of respondents stating a moderate relationship, 30.6% a strong relationship, and 19.4% a very strong relationship.