<![CDATA[Students with autism have different characteristics in terms of communication, social interaction, and behavior, thus requiring appropriate communication strategies during the learning process, including in entrepreneurship-based learning. This study aims to analyze teachers’ interpersonal communication strategies in fostering entrepreneurial motivation among students with autism through a kokedama project at SLB Harapan Bunda in Surabaya. This study employs a qualitative approach using a descriptive method. The research informants consisted of three teachers directly involved in implementing the kokedama project and one student with autism as a supporting informant. Data were collected through in-depth interviews and documentation, then analyzed using the Miles-Huberman data analysis model, with reference to DeVito’s theory of interpersonal communication. The results showed that teachers applied five interpersonal communication strategies: openness, empathy, supportiveness, positiveness, and equality. These strategies were applied flexibly according to the characteristics, abilities, emotional states, and needs of each student with autism. The supportiveness strategy is the most dominant strategy because teachers actively provide guidance, simplify instructions, give direct examples, and tailor their assistance to students’ needs throughout the learning process. However, this strategy does not stand alone; rather, it complements other interpersonal communication strategies, thereby making the learning process more effective.]]>
