ANALISIS KOMUNIKASI MATEMATIS PESERTA DIDIK DALAM PEMECAHAN MASALAH YANG MEMILIKI KECERDASAN INTERPERSONAL

This study aims to describe the mathematical communication of students with the highest interpersonal intelligence in solving non-routine problem tasks. A descriptive qualitative approach was used, with junior high school students as subjects selected through the Winarto Multiple Intelligences Talent Test. The selected students were then given a mathematical communication test and in-depth interviews. Mathematical communication was measured through five indicators: (1) writing information in their own words, (2) drawing situational representations, (3) expressing mathematical models, (4) identifying given information, questions, and strategies, and (5) making conclusions. The results showed that students with the highest interpersonal intelligence were divided into two communication categories: the high category (S₁₁, S₁₂), who met all indicators with complete and structured explanations, and the moderate category (S₂₁, S₂₂), who met only some indicators (lacking visual representation). All subjects obtained correct numerical answers; however, there were still conceptual weaknesses related to units and mathematical symbols. Interpersonal intelligence supports fluency in communication, while conceptual accuracy requires specific instructional reinforcement.