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This research aims to describe metacognitive knowledge of mathematics teacher trainee with strong, average, and weak intrapersonal intelligence in open start problem solving. Type of this research was qualitative research. The research subject was mathematics education students in Universitas Muhammadiyah Surakarta in academis year 2017/2018 (odd semester). The selected students consisted of six students with details of two students in each intrapersonal intelligence category. The research instruments were questionnaire of intrapersonal intelligence, open start problem solving task on analytical geometry of space, and interview guidelines. Data validity used time triangulation. Data analyses were done through data collection, data reduction, data presentation, and drawing conclusion. Based on findings, subjects with strong intrapersonal intelligence had self-confidence that they were able to solve problem correctly, able to do planning steps and able to solve problem appropriately. Subjects with average intrapersonal intelligence had high self-assessment that they were able to solve the problem, able to do planning steps appropriately but they had not maximized in carrying out the plan so that it resulted incorrectness answer. Subjects with weak intrapersonal intelligence had high self-confidence capability of solving math problem, lack of precision in taking plans so their task results incorrectness answer.

intrapersonal intelligence, metacognitive knowledge, open start problem solving