How to analyze students’ logical-mathematical intelligence in problem solving based on SOLO taxonomy

Various ways and strategies in solving a problem depend on the intelligence level of a person. Eight types of intelligences declared by Gardner, one of them is logical-mathematical intelligence. SOLO taxonomy can be used to analyze students’ logical-mathematical intelligence in solving mathematical problems. It can be analyzed by deciding the logical-mathematical intelligence assessment indicators and the indicators of students’ response levels, classifying students’ development intelligence with the assessment of low interest, consistent growth, and high interest. In addition, the pre-structural, uni-structural, multi-structural, relational, and extended abstract levels have certain characteristics and indicators that can assess the response level of students’ abilities. Domain in this study is the geometry which the topics are perimeter and area of quadrilaterals as one of the TIMSS assessments. The example problem to solve in topic is how to find the area and perimeter of quadrilateral at 8th grade students of Junior High School. As the result, the teacher can analyze students’ logical-mathematical intelligence base on SOLO taxonomy with its categories. This is a literature review which aim to discuss how literatures might be used to analyze students’ logical-mathematical intelligence in solving mathematical problems based on the SOLO taxonomy when needed in mapping logical-mathematical intelligence assessment indicators and indicators of students’ response levels.