Peran Guru Pendidikan Agama Islam Dalam Meningkatkan Kecerdasan Emosional Pada Siswa MAN Sukoharjo Di Masa Pandemi Covid-19

The purpose of this study is to describe the role of Islamic education teachers in improving the
emotional intelligence of students during the covid-19 pandemic as well as to find out the
supporting and the inhibiting factors in increasing emotional intelligence of students during
the covid-19 pandemic. This research is a descriptive research with a qualitative research
approach. The subjects of this study were all PAI teachers consisting of 5 respondents and 1
representative from each student from class X, XI, XII MAN Sukoharjo. The data were
collected through observation, interviews, and documentation. The data were analyzed through
several steps, namely data reduction, data presentation, and conclusion drawing.
The results of the study indicate that the roles of Islamic education teachers in improving
students' emotional intelligence during the covid-19 pandemic include these. The role of the
demonstrator which is to set an example for students to always be honest, patient, helpful,
responsible, and confident. The role of the mediator in which the teacher acts as an intermediary
to solve problems that occur between students and students, students and parents, as well as
giving learning motivation to students so that they are enthusiastic in carrying out online
learning. Also, the role of teacher facilitators which is to help control and nurture students in
terms of worship, and reading the Qur'an at home through online intermediaries. The
supporting factors that improve students' emotional intelligence during the covid pandemic can
be seen in terms of media facilities, namely mobile phones, zoom, e-learning madrasas and
internet quotas and in terms of learning, teachers always provide motivation or advice to
students. The inhibiting factors in improving students’ emotional intelligence is the lack of
meeting students in person which results in interrupted learning activities and the activities to
control and evaluate students’ emotional intelligence do not run well.