International Journal of Research Publication and Reviews, Vol 4, no 3, pp 1609-1613, March 2023 International Journal of Research Publication and Reviews Journal homepage: www.ijrpr.com ISSN 2582-7421 Analysis of Students' Mathematical Communication Ability in Solving Problems Viewed from the Mathematical Disposition Armelia Dwi Octaviani 1 , Ana Rahmawati 2 , Dian Novita Rohmatin 3 1,2,3 Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pesantren Tinggi Darul Ulum Jombang. DOI: https://doi.org/10.55248/gengpi.2023.32739 ABSTRACT: This study aims to describe students mathematical abilities in problem solving in terms of mathematical dispositions. Research subjects are 5 student’s class VIII- A SMP Negeri 2 Kutorejo which is taken based of the mathematical disposition test given trought the google form. The method use a mix method with a quantitative approach for taking subjects and qualitative approach for data description and data analysis. The results of tests conducted on several problem solving questions showed that in expressing ideas, very high mathematical disposition are able to write in complete according to indicators. While the other four subjects did’nt write one aspect of the indicator. In understanding the problem only subjects with a very high mathematical disposition and the subject of high mathematical disposition who wrote down the calculation process. In presenting mathematical ideas, all subject does not use symbols and mathematical notation according to the test. If can be concluded that the mathematical communication skills of the students with very high mathematical dispositions are better than students with high, medium, low and very low disposition.. Keywords: Mathematical Communication; Problem Solving; Mathematical Disposition Introduction Mathematical communication skills are one of the social activities (speaking) and also a tool for thinking (writing) that experts consider being developed among students (Umar, 2012). With mathematical communication, students learn to convey their understanding of ideas orally or in writing into mathematical symbols and language. This mathematical communication ability can help other mathematical abilities, such as problem-solving. Basically, the ability to solve mathematical problems is an essential mathematical ability and needs to be mastered by students who study mathematics. The rationale that underlies the truth of this statement includes: (a) Curriculum (2013); NCTM (2000) argues that solving mathematical problems is an ability listed in the curriculum and learning objectives of mathematics. Problem-solving ability is a person's ability to solve problems related to mathematics (Lestari &Yudhanegara, 2015). In addition to abilities related to cognitive aspects, such as mathematical communication skills, it is also necessary to develop four attitudes to appreciate mathematics's usefulness in life. Interest in learning mathematics, curiosity, attention, tenacity, and confidence in solving problems are attitudes that must be developed. The development of the affective domain, which is the aim of mathematics education, is to grow and develop mathematical dispositions. According to Sukamto (2013), a mathematical disposition is a tendency to think and act positively. Mathematical disposition is said to be good if students like challenging problems and involve themselves directly in solving them (Permana in Sepalianti, 2014). Based on Sumarmo (2010) defines a mathematical disposition as one's cohesion and analysis of mathematics. In a broad sense, mathematical dispositions relate to how students view and solve problems, confidence, persistence, interest, and flexible thinking to pursue various problem-solving strategies. Based on this background, this research aims to describe the mathematical communication abilities of students with very high, high, medium, low, and very low mathematical dispositions in solving mathematical problems. Method This research is a combination research (mixed method), combining qualitative and quantitative data. In this study, the qualitative approach is the primary method that aims to collect, triangulate, analyze, and describe data. At the same time, the quantitative approach is a secondary method that aims to take the subject. The research subjects were taken from class VIII - A students of Kutorejo 2 Public Middle School for the 2020/2021 academic year. The steps taken in selecting research subjects were 1) giving a mathematical disposition questionnaire to class VIII A students of Kutorejo 2 Public Junior High School, 2) the results of the mathematical disposition questionnaire scored and grouped, 3) based on the results of the questionnaire, students were categorized