ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM PEMBELAJARAN BERDIFERENSIASI BERBASIS PROYEK

Mathematical communication skills are one of the essential competencies that must be developed in mathematics learning. The aim of the research is to describe students' mathematical communication skills in project-based differentiated learning. The research used a qualitative descriptive approach which was carried out at the Muhammadiyah Cirebon Pharmacy Vocational School involving 9 research subjects who were selected using the technique purposive sampling based on student learning preferences. Data collection was carried out through mathematical communication skills tests, in-depth interviews, and documentation. The data analysis technique uses the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The research results showed that: (1) students' mathematical communication skills reached an average of 74.44% which was included in the high category; (2) students with a visual learning style show superiority in mathematical symbolic and visual representations; (3) students with an auditory learning style have good abilities in written communication but experience difficulties in oral communication; and (4) students with a kinesthetic learning style show variations in abilities in calculations and visual representation. Project-based differentiated learning is proven to be able to accommodate students' diversity of learning styles in developing mathematical communication skills. This research provides practical implications for the development of mathematics learning strategies that are adaptive to the diversity of student characteristics. Future research is recommended to explore the effectiveness of various differentiation strategies in improving specific aspects of mathematical communication skills.