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This study aims to determine the relationship between emotional intelligence and academic procrastination in completing final assignments among Psychology students at Medan Area University. Academic procrastination is a procrastination behavior often carried out by students when facing important tasks, including their thesis, which can impact graduation delays and decrease learning motivation. Psychological factors, such as emotional intelligence, are thought to influence this procrastination tendency. Emotional intelligence encompasses an individual's ability to recognize, understand, manage, and express emotions healthily, as well as establish positive interpersonal relationships. Students with high emotional intelligence tend to be better able to cope with pressure, manage academic stress, and maintain focus on their academic goals. This study used a quantitative approach with a correlational method to examine the relationship between the two variables. The subjects in this study were 80 final-year students who were in the process of preparing their final assignments. The sampling technique used was purposive sampling, with the criteria being active students who were writing their thesis. The instruments used consisted of an emotional intelligence scale and an academic procrastination scale compiled based on relevant theoretical indicators. Data analysis was performed using the Pearson correlation test. The analysis results show a significant negative relationship between emotional intelligence and academic procrastination. This means that the higher a student's emotional intelligence, the lower their level of academic procrastination. This finding suggests that emotional intelligence plays a crucial role in supporting students in completing their final assignments on time. Therefore, developing emotional intelligence through psychological training or guidance could be a strategy to reduce procrastination among students.

Student motivation to learn is an issue that must be paid attention to by everyone, be it the family or the school. Entering adolescence, children will more often experience ups and downs in motivation when studying, ups and downs in learning motivation are influenced by poor emotional intelligence. The aim of this research is to find out the effect of emotional intelligence on the learning motivation of class VIII students at SMPN 6 Bukittinggi. The technique used for sampling was a purposive sampling technique with an instrument in the form of a questionnaire which was distributed to 123 students. The results of the analysis show that emotional intelligence has a significant influence on learning motivation with a correlation value of 0.353 and a coefficient of determination of 0.125. In conclusion, emotional intelligence has an influence of 12.5% ​​on learning motivation, while 87.5% is influenced by other factors not examined in this research. It is hoped that the results of these findings can encourage schools and families to help students have good emotional intelligence so that students have good motivation to learn.Emotional Intelligence

This research was motivated by the relatively limited understanding of students in grades 3, 4 and 5 at SDN 15 Sutijo regarding PAI material. Many students have not demonstrated attitudes and behavior that reflect religious teachings well. Then, most students experience difficulties in achieving the expected competency standards in Islamic Religious Education subjects, including from the emotional and spiritual aspects of students. Many students lack motivation and feel anxious during the learning process, which has a negative impact on learning outcomes. Then some students also show apathy and lack motivation in taking religious lessons. This can be seen from the low average test scores and the results of observations of student interactions in class. So this research aims to determine the influence of IQ, EQ and SQ on students' PAI learning outcomes. This type of research is quantitative correlation. The population was 30 students and the sample used a total sampling technique. Data was collected through questionnaires and documentation and analyzed using simple and multiple linear regression tests. The research results show that IQ, EQ and S1 influence students' PAI learning outcomes. IQ has an effect of 14.4%, EQ of 14.3%, SQ of 27.2%. Then IQ, EQ and SQ together also influence students' PAI learning outcomes, namely 27.4% and the rest is influenced by other factors not examined in this research.

Emotional Intelligence (EI), also known as emotional intelligence, is a person's ability to recognize their own emotions, be able to control their emotions according to situations and conditions, be able to use their emotions to increase their own motivation, be able to recognize other people's emotions, and be able to interact positively with other people. . Emotional intelligence (EI) is a self-concept that a teacher, the aim is to increase motivation to learn without having to depend on the surrounding environment. This community service activity is aimed at class VI teachers at MIN 5 Langkat, which aims to improve the performance of teachers when teaching in the classroom by implementing an emotional intelligence system when teaching. With a teacher who can understand the characteristics of the students and understand the emotions of the students, it will be easy for the teacher to convey lesson material without having to force his will on the students. This will also influence students' learning motivation, when students feel that the teacher understands their feelings and needs, students will happily accept the learning provided by the teacher. It was proven that after participating in this socialization, several class VI teachers had implemented EI in the learning process and this had a big influence on increasing the learning motivation of class VI elementary school students.