MATHEMATICAL COMMUNICATION OF PROSPECTIVE TEACHERS IN TEACHING REVIEWED FROM DIFFERENCES IN EMOTIONAL INTELLIGENCE

Abstract

This study was aimed to describe the mathematical communication profiles applied by students of PLP-II program reviewed from emotional intelligence. Qualitative research was applied as the study method with questionnaire and observation as the research instrument. Observations were performed using recording tools (video recording) so mathematical communication done by students while studying can be observed through the recording results. The analysis was conducted in a qualitative-descriptive manner. The results of this study indicated that subjects with high emotional intelligence were capable of showing great mathematical communication skills in the development of learning instrument, comprising seven observed aspects. Meanwhile, subjects with moderate emotional intelligence only demonstrated proficiency in 4 aspects related to the creation of learning materials. In the practical learning setting, subjects with high emotional intelligence exhibited completeness, fluency, accuracy, systematicity, and focus on all observed aspects. This indicated that subjects with high emotional intelligence possessed good mathematical communication abilities in practical learning. As for subjects with moderate emotional intelligence, they only demonstrated proficiency in 14 out of 24 observed aspects, which still fell within the category of good mathematical communication.