ABSTRAK The purpose of this research were: (1) to describe student’s mathematical communication in a written and orally with high emotional intelligence level in solving problems of geometry flat side, (2) to describe student’s mathematical communication in a written and orally with medium emotional intelligence level in solving problems of geometry flat side, (3) to describe student’s mathematical communication in a written and orally with low emotional intelligence level in solving problems of geometry flat side.
This research was a qualitative research. The subjects in this research were students of grade VIII.9 SMP Negeri 3 Surakarta that has 6 students. Subject determined by purposive sampling technique. The data source was gotten from the subject of the research. The data collection techniques in this research were observation, questionnaire, test, and interview. The data validity in this research used triangulation of time. The data analysis technique used three step, which were data reduction, data presentation, and conclusion taking. Procedure of this research used several interrelated steps.
The result of this research showed that students with high emotional intelligence level have an unclear mathematical communication quality, a fairly clear representation of mathematical communication, and poor oral mathematical communication. Students with medium emotional intelligence level have an unclear mathematical communication quality, a fairly clear representation of mathematical communication, and verbal mathematical communication that is not good. While students with low emotional intelligence level have an unclear mathematical communication quality, an unclear mathematical communication representation, and verbal mathematical communication that is not good.The conclusion of this research is that students with high, medium, and low emotional intelligence level had some similarity characteristics in written mathematical communication and verbally. Some similarity characteristics in written mathematical communication are able to describe the base plane perpendicular to the upright plane, able to label names sequentially, and use capital letters. While some similarities in the characteristics of oral mathematical communication are not able to understand and evaluate mathematical ideas that are displayed verbally and are unable to express mathematical ideas through oral correctly.
