ANALYSIS OF STUDENTS' MATHEMATICAL LITERACY ABILITIES IS REVIEWED FROM EMOTIONAL INTELLIGENCE

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INTRODUCTION
The skills that must be possessed by students in the 21st century, according to the ministry and culture are: Critical Thinking and Problem Solving (critical thinking and solving problems), Creativity (creativity), Communication Skill (Communication Skills), and Ability to Work Collaboratively (the ability to work together). As defined by PISA 2012, mathematical literacy is the ability to formulate, using mathematics in a variety of contexts. The ability to cover mathematical reasoning and the ability to explain, represent and predict a phenomenon (OECD, 2013) Mathematical literacy is very important. This is because mathematical literacy emphasizes the ability of students to analyze, argue and communicate ideas effectively on

Analysis of mathematical literacy skills reviewed from emotional intelligence
Andriyani and Wilujeng solving mathematical problems they encounter, with mastery of mathematical literacy, each individual will reason logically and critically in solving problems faced daily (OECD, 2019) .
The reality in the field of mathematical literacy ability of students in Indonesia is still low, this is seen from pisa results from 2000 to 2018 the results obtained by Indonesia are still far from expected. The results of the PISA score for Indonesia can be seen in the following Understanding only, students are not accustomed to being given contextual problems, when given contextual problems in social arithmetic material indicated that: (1) students are not accustomed so difficulty understanding the problem, (2) students are not used to writing down known and asked elements, so that the difficulty in interpreting the problem into the mathematical model. From the above facts researchers suspect that the process of mathematical literacy of students belongs to the low category, especially on the aspect ofcommunication.
According to the OECD (2019) there is a relationship of mathematical processes with communication skills and the ability to design strategies to solve problems. Researchers will  The cause of low student mathematical literacy is not only from the lack of practice of contextual problems, students' confidence in their abilities is also a factor that plays a role in realizing the achievement of mathematical literacy. The reality on the ground is that not all students have enough confidence. Feeling unsure of self-ability, shame and minder are obstacles for students in the learning process, so passive students do not dare to express feelings, thoughts and aspirations. In line with Uno's (2016) opinion that self-confidence is a belief and ability to respect themselves that affects behavior, a confident person will feel confident that he is able to do something so that he achieves his goals. According to Daniel Goleman, confidence is one aspect contained in emotional intelligence (Uno, 2016 Buru. Goleman said the child's ability to control his emotions will make it easier to concentrate, so that the child's process of receiving and remembering information can increase (Wulan, 2011). Therefore, there is a link between mathematical literacy and emotional intelligence.

Research Methods
This type of research method is qualitatively descriptive. The research subjects were Data analysis in this study is a descriptive technique that is by creating a picture in three ways: Data reduction, presentation of data (data display), and conclusion draw (data conclusion drawing / verification).

RESULTS AND DISCUSSIONS
Students were given emotional intelligence questionnaires as many as 26 students through google form, the data was then processed and grouped into three categories, namely low, medium and high. The results of categorization of emotional intelligence are presented in the following table: Based on the categorization of the results of emotional intelligence questionnaires in table 4 selected 9 students who weresubjects in thisstudy, namely: are able tounderstand and interpret problems in the form of writing, able to present and articulate the process. problem solving but some are not careful in doing calculations so that the results of the conclusion of solving the problem given are not accurate,this can be seen from the following image:

Figure 1. Answers ST1 and ST3
Based on the image of 1 ST1 subject in answering questions 1 and 2 do not write what is known and asked, when interviewed ST1 claimed not to be used in writing the information contained in the problem when given the problem directly to the solution. Based on the work on the given problem students high emotional category can design procedures, present the problem solving process in the form of writing in full and perform proper calculation procedures. When interviewed, ST1 and ST3 were able to verbally relay the answers they worked on. In answering question number 1 subjects ST1, ST2 and ST3 are able to write the conclusion of the problem solving but only ST3 writes the conclusion of the problem solving correctly, ST1 has done the calculations precisely but not thoroughly in giving conclusions seen in the subject ST1 number 1.

Figure 2. ST 2 results
In answering the subject question ST1, ST2 and ST3 are able to write the conclusion of the problem solving but only ST3 writes the conclusion of the problem solution correctly. ST1 has done the calculations precisely but not thoroughly in providing conclusions Based on the findings of the study above students with high emotional intelligence can be concluded to Analysis of mathematical literacy skills reviewed from emotional intelligence Andriyani and Wilujeng when interviewed. This is seen in one of the answers of the subject of SS1 number 1.

Figure 3. SSI and SS2 Answers
The subject of SS2 writes in full what is known and asked in the matter in written form.
The subject of SS2 can explain when interviewed on this aspect SSI and SS2 can understand and interpret a problem situation into mathematical ideas in the form of writing or drawings,designprocedures, present and articulate the problem solving process of subjects SS1, SS2 and SS3 can design procedures, present the problem solving process in complete writing form and perform proper calculation procedures. When interviewed, the three subjects were able to convey verbally the answers they were working on, this wasnot seen from figure 4. Subjek SS3 has provided a correct solution process, but there is a fallacy in interpreting mathematical results into real-world contexts or not being careful in providing conclusions in problem solving. This is in line with the results of research conducted by Tri tasyanti, wardono and Rochmad (2018) that students with emotional intelligence levels are less thorough so that the achievement of indicators in students with emotional intelligence is not yet maximal.
Low Emotional Intelligence. Based on the results of mathematical literacy ability values found that learners with low emotional intelligence theory showed an average of 58.3 and the results of interviews conducted with low emotional intelligence subjects showed that students were in the communication aspect, learners were able to understand and interpret problems in writing form, were able to present and articulate the problem-solving process but There are those who are not careful in doing calculations so that the results of the conclusion of solving the problem given are not accurate.
In understanding and interpreting a problem situation into mathematical ideas in the form of writing or drawing sr1 subjects do not write in full what is known and asked in the problem in written form and is less clear in explaining when interviewed. The subject of SR2 writes in full what is known and asked in the problem in written form and when interviewed is able to explain. This is seen in the answer of the subject SR2 It is seen in figure 5.

Figure 5. Answer results SR1 and SR 2.
In the low emotional group of siswa able to understand and interpret the problem into written and oral form, students are able to design, present and articulate the process of solving problems that have been done with arguments based on interpretation and action, but the subjects SR1 and SR 3 give the wrong answer, there is a mistake when the process of work, because there is little error in the solution then the conclusion of the problem solution is not appropriate. While the subject of SR2 has given the correct answer, there is a fallacy in interpreting mathematical results into a real-world context or not being careful in providing conclusions in solving problems. This is in line with the results of research conducted by Pangastuti (2014) that students with low levels of emotional intelligence the process of