The ability to understand and solve a problem that demands reasoning, analysis, evaluation, and drawing conclusions is known as mathematical critical thinking. However, because critical thinking abilities are still neglected in classrooms, children become accustomed to addressing difficulties primarily on questions that are asked frequently. The purpose of this study is to describe mathematical critical thinking abilities viewed from Emotional Quotient (EQ). The study was carried out at SMP Negeri 5 Kroya with research subjects of class VIII H, with the aim of describing students' mathematical critical thinking abilities viewed from Emotional Quotient (EQ). The method used in this study was qualitative descriptive research. Questionnaires, ability tests, and interviews were used to collect data for this study. This survey used six respondents, with three students in each of the high and low categories. According to the findings of this study, students with a high Emotional Quotient (EQ) in general can explain material using their own language, solve problems effectively, draw conclusions, and conduct evaluations. Meanwhile, students with a low Emotional Quotient (EQ) usually explain the substance of the material in the problem and solve it using specific concepts. Instruments for research are expected to be developed by researchers who will perform comparable research.