This study investigates the relationship between emotional intelligence and affective competence among fourth-grade students at MI Muhammadiyah Ponorogo. Education plays a vital role in shaping students' cognitive and affective aspects, yet affective competence, which includes empathy, responsibility, and ethical behavior, often receives less attention compared to academic achievements. Many students excel in cognitive skills but struggle in managing emotions and interacting positively with peers. This research aims to explore whether emotional intelligence significantly influences affective competence, contributing to a more holistic approach to student development. The purpose of this research is to find out: 1) The level of emotional intelligence of 4th�grade students of MI Muhammadiyah Ponorogo. 2) The level of affective competence of 4th-grade students of MI Muhammadiyah Ponorogo? And 3) To determine whether there is a relationship between emotional intelligence and affective competence of 4th-grade students of MI Muhammadiyah Ponorogo. This research was conducted using quantitative research methods with survey techniques. The population of this study was all 4th grade students of MI Muhammadiyah Ponorogo with a sample size of 68 students. Data were collected through a Likert scale questionnaire modified into four rating scales, which were analyzed using the Pearson collision test. The hypothesis of this study posits that emotional intelligence significantly impacts students' affective competence. To test this, a simple regression analysis was conducted. The results indicate a significance value (Sig.) of 0.165, which is greater than 0.05, meaning there is no statistically significant relationship between emotional intelligence and affective competence. The t-value (t-count) was -0.170, which is smaller than the t-table value of 2.007, leading to the acceptance of the null hypothesis (H₀) and rejection of the alternative hypothesis (Hₐ). Additionally, the R Square value of 0.029 suggests that emotional intelligence accounts for only 2.9% of the variation in affective competence, implying that other factors play a more dominant role. Based on these findings, several recommendations are provided. Parents should foster an environment that encourages emotional expression and moral guidance. Teachers are advised to integrate character education into daily lessons, emphasizing real-life applications of empathy and responsibility. Schools should also promote activities that enhance students' social and emotional skills beyond the classroom setting. Keywords: Emotional Intelligence, Affective Competence, Education