Emotional Intelligence of Students Based on Birth Order

This study aims to determine the differences in students' emotional intelligence based on birth order, namely the eldest child and the youngest child. The approach in this research is a comparative descriptive approach with descriptive analysis. The sample in this study was 231 Muhammadiyah 4 Jakarta high school students with 122 eldest children and 109 youngest children. The instrument used is the BarOn EQ-i_YV (Emotional Quation Inventory Young Version) developed by Reuven. Data analysis used independent samples t test with SPSS 25. The results showed that there was a significant difference between students' emotional maturity based on the birth order of the eldest and youngest children.


Introduction
As individuals who develop and have the opportunity to become acceptable individuals, students will behave and act as they can be accepted by others. High school students are teenagers who are starting to try to achieve fulfillment of their developmental tasks. Adolescence is a transition period from childhood to adulthood involving a number of biological, cognitive, and socio-emotional changes as developmental tasks (Marwoko, 2019). One of the developmental tasks that must be fulfilled by adolescents is to achieve emotional maturity from parents and other adults (Saputro, 2017). At the adolescent stage, a person will reach the peak of emotionality, namely high emotional development. So that in adolescence a teenager must receive attention from parents (Zola et al., 2017). Emotional maturity is the ability to think critically about the surrounding situation before acting emotionally.
In achieving emotional maturity, adolescents must also prioritize emotional intelligence which includes the ability to express feelings, an awareness and understanding of emotions and the ability of adolescents to regulate and control them (MacCann et al., 2020). Furthermore, Bar-On et al explained their findings related to emotional intelligence, which is a person's capacity to reason related to emotions, process them to improve cognitive processes and regulate behavior (Alhashemi, 2018). Furthermore (Goleman andCherniss, 2001 in (Xu et al., 2019) explain emotional intelligence is the ability to understand and control individual emotions and behavior.Thus it can be concluded that emotional intelligence refers to the ability to recognize and regulate emotions in individuals and others and the ability to show that emotional intelligence is something that teenagers need to have until they grow up.
There are several factors that influence emotional intelligence, namely family and experience. The family is the first society encountered by individuals in studying one's emotions. The function of the family will contribute to a person's emotional development so that he can have good emotional intelligence, which is recognized as an important factor in the success of an individual's life (Goleman, 2001;(Junerti et al., 2021). In a family environment, (Emotional Intelligence of Students Based on Birth Order) emotional intelligence is also influenced by birth order (Fatima & Ashraf, 2018). Each child massage position has a different personality, even if the child is born with twins, this is because most of the child's development depends on the interaction between siblings and parents (Fatima & Ashraf, 2018). This is emphasized (Myers & Bjorklund, 2018) each child competes for love from both parents.
This condition creates competition between the eldest and youngest children in fulfilling the task of developing their emotional intelligence. It aims to build a good emotional relationship in the family environment. In the family, children have a certain position based on their birth order, which influences the child's further development (Fatima & Ashraf, 2018)Every child in the family has different characteristics from one another, even those who are twins. This is also one of the factors in determining the emotional intelligence possessed by children in a family based on their birth order. This is supported by (Wang et al., 2020), strengthening that the position of birth order in a family is also a determining factor in the social, emotional, and intelligence development of the child.
In addition to forming diverse emotional maturity and intelligence, birth order also gives rise to certain syndromes in individuals. Hurlock in (Tagela, 2021) suggests the syndrome of each birth order. What is interesting is that it turns out that there are several syndromes in common between the eldest and youngest children. It is stated that the eldest child is dependent, easily influenced and spoiled while the youngest child has a spoiled syndrome, feels incapable and low self-esteem, and is irresponsible. People's expectations of the eldest child tend to be greater when compared to the next birth order. In general, there is a tendency in society to think that the eldest child is certainly more mature and responsible than the youngest child. This opinion is inseparable from the influence of existing culture. The first child is seen as the inheritor of culture, power and wealth, besides that the first child is usually expected to be an example for his younger siblings (Putri, 2021) The eldest child, they are mature and independent individuals who can control their emotions well. They are people who like to please other people especially their father and mother. With a mature attitude, they become natural leaders tend to be calmer in dealing with every problem and not in a hurry to make a decision. That's because they can manage their emotions well and recognize the emotions of others. They can make others comfortable with themselves so that they are more easily accepted and can establish good and warm relationships with others. In addition, the eldest child is a child who always does things on his own without anyone's help (Wang et al., 2020).
Unlike the case with the youngest children, they tend to make decisions faster and when faced with a problem, they tend to rush. They will feel annoyed if their wishes are not fulfilled. It happened because of the upbringing given by his parents and too much attention from his parents and siblings who were older than him. The youngest children become spoiled and not independent children, so they are not able to recognize emotions and manage their own emotions well. The youngest children are said to be "babies in the family", because they always get help from others, they become individuals who quickly despair when experiencing a challenge without the help of the people around them. They are not able to motivate themselves to do things themselves and try to do their best (Chandra & Yuliastati, 2021).
Thus, it can be concluded that the tendency of the eldest child's emotional intelligence is that they are the children who mature the fastest and mature emotionally because of the responsibility they have to accept as the eldest child who is responsible for taking care of their younger siblings. They tend to be more independent because he is used to doing things himself and can motivate himself to be the best so that he can be a good example for his younger siblings and become a substitute for their parents in the future (Wang et al., 2020). While the youngest children show that they have good social skills, their interest in various social activities allows them to interact fluently and carefully read social situations. Although the youngest children's social skills are in the good category, they do not yet have the ability to self-regulate. The ability to handle difficult emotions is possessed by the youngest child which is shown that the characteristics of the youngest child experiencing emotional disturbances are being an emotional rebel, careless, and impatient (Karina & Herdiyanto, 2019). Thus, the researcher wanted to see this emotional difference based on the birth order of adolescent students of SMA Muhammadiyah 4 Jakarta.

Method
The research method in this study is quantitative with a comparative descriptive approach in order to determine the emotional intelligence of adolescents based on birth order. The subjects in this study were high school students in grade 3 at SMA Muhammadiyah 4 Cawang, East Jakarta. The number of samples was 231 samples from three different cultures consisting of the eldest 122 and youngest 109. The instrument used was EQ-I YV (Emotional Quation Inventory Young Version). Developed by Reuven (2006). The scale used is the Likert scale (Pranatawijaya et al., 2019). The data analysis technique for this research is the Independent Samples T Test to see differences in birth order, Coolican, Hugh., 2014). From the output of the normality test, it can be seen that all data significance values (Asym Sig 2 tailed) are all more than 0.05. So, the data is normally distributed. The result for birth order, it can be seen that the significance value at the output of 'Test of Homogeneity of Variances' is 0.062. Because the significance value is less than 0.05, it means that the intelligence data group between the eldest and youngest children has the same variance. With this, the significance value of the ttest on the Independent samples t-test takes the column Equal variance Assumed.

Results and Discussion
Based on the results of the Independent Sample Tests t-test Untuk urutan kelahiran, dapat diketahui nilai significance > 0.05 (0.007 < 0.05), it means that there is a significant difference in emotional intelligence between the eldest and youngest children. Thus, the hypothesis of this study, namely that there are differences in adolescent emotional maturity in terms of birth order, can be accepted. In accordance with the results of data analysis, the difference in emotional maturity that appears is that adolescents who come from complete families have lower emotional maturity with an average that can be seen in the following The results of this study are the same as the results of a study conducted by Morand in (Kar, n.d.) who found differences between the eldest, youngest, and middle children who were born based on two children or three and more children whose subjects came from family size (family size). the same size) which is not too big, limited to two to three children. The same results were also found in a study conducted (PUTRI, 2021) which stated that the emotional intelligence of the eldest children tended to be high, while the emotional intelligence of the youngest children showed a low number.
The results of the same study were found by (Venkteshwar & Warrier, n.d.)entitled the effect of birth order on students' emotional intelligence, the results showed that there were significant differences between birth order (first, middle, and last child) and emotional intelligence in India. Based on these findings, it shows that the problem faced by the research subject, namely this (Emotional Intelligence of Students Based on Birth Order) middle teenager, is a problem of emotional intelligence which can be seen from the habit of teenagers spending time outside the home. Those who have busy hours at school and outside of school make them rarely gather with their siblings or their families, so that the formation and process of socio-emotional learning, they get through the environment. Hormonal changes and environmental experiences also contribute to the formation of emotions in adolescence, but between the two environmental experiences make a greater contribution to emotions in adolescence than hormonal changes (Santrock, 2007;(Septiani & Nasution, 2018). The results of the study which show the strength of the difference between the eldest and youngest children can be seen from the indications of the influence of education on emotional intelligence. These indications emerge and explain that emotions and emotional intelligence are tendencies formed by parenting, socialization, and education (Kraaij & Garnefski, 2019). Another factor is parenting, which is the interaction between children and parents during parenting activities. This parenting means that parents educate, guide and discipline and protect children to reach maturity in accordance with the norms that exist in society (Venkteshwar & Warrier, n.d.). The existence of this difference is because the youngest child is thought to be not burdened by parental demands and expectations to become successful and established in order to become a substitute for parents later as the head of the family. While the eldest children, they are always required to be the best in all fields, both in school achievement and other achievements. They must be able to be a good example for their younger siblings or as a guide. Then the eldest child is more conditioned to be the best in everything than the other children because as the eldest child they are required to be mature, mature, established, and a good example for their younger siblings. Meanwhile, the youngest children are always given more attention from their parents and siblings. They always get help to do their job. Therefore, the youngest children are more able to express themselves so that they can optimize their abilities well without being burdened so that they can excel and excel compared to the eldest children.
In addition, the role of parents in treating a child in the family environment can also affect the emotional maturity of adolescents. In general, parents treat their children differently based on their birth order. This gives rise to differences in the characteristics of the child's personality and how he lives his social life. In addition, because the family has a considerable influence on the development of children, because the family is the first social environment that lays the foundations of personality in children. Parents assign specific roles, attitudes and treatment to children based on birth order in the family. Birth order in a family has a fundamental influence on a child's development and can be considered to describe a child's behavior. The child's closeness to the father and mother figure determines the psychological condition of the child more than the family structure. then you (Tagela, 2021)explained that the characteristics of the family environment which are characterized by sufficient attention, affection, an atmosphere of brotherhood and friendship, respect for personal self, openness and acceptance, and a humorous atmosphere can affect the way each individual's emotional management. It can be said that to support the achievement of adolescent emotional maturity, in addition to the presence of parents, adolescents also need emotional closeness with them.

Conclusion
Based on the results of the research and discussion above, it can be concluded that there is a difference between adolescent emotional intelligence in terms of birth order. This means that a complete family structure and a single parent family will have different impacts on adolescent emotional maturity. The results of this study indicate that the emotional maturity score is actually higher in adolescents from single parent families (mothers) than in adolescents from complete families. The results of this study increasingly show the inconsistency of several conclusions from previous studies that examine the impact and relationship between family structure and emotional maturity, emotional intelligence, and adolescent independence. Some studies that have been conducted conclude that there is a relationship between emotional maturity and higher scores for adolescents from complete families. Some other studies show that there is no relationship between family structure and emotional intelligence. The inconsistency of the results of this study with several previous studies shows that there are other factors besides family structure that determine emotional maturity, emotional intelligence, and independence in adolescents who come from whole or incomplete families. The three main factors that can be identified as determinants are the reason for the absence of one parent figure, the age of the child when one parent is absent, and the quality of the meaningful relationship between the child and his parents.