<![CDATA[This study aims to identify the development of interpersonal intelligence in early childhood through cooperative skills in learning activities at RA Muslimat NU Masyitoh 13 Sokaraja. A descriptive qualitative approach was employed to explore how children’s social interactions reflect the dimensions of interpersonal intelligence within a natural classroom setting. Data were collected through in-depth observations of children’s activities, semi-structured interviews with teachers, and documentation of learning processes. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that children’s interpersonal intelligence develops through meaningful social experiences, particularly in collaborative play and group-based learning activities. Interpersonal intelligence is manifested in children’s ability to understand peers’ emotions, respond empathetically, communicate verbally and nonverbally, establish positive social relationships, and cooperate effectively in group settings. Cooperative activities such as constructive play, role-playing, and collaborative art projects provide effective contexts for fostering empathy, communication skills, role-sharing, and simple conflict resolution. The study also reveals variations in the development of interpersonal intelligence influenced by individual characteristics, including self-confidence, attention span, and social readiness. Furthermore, the teacher’s role is crucial as a facilitator in creating an emotionally safe learning environment, modeling prosocial behavior, providing positive reinforcement, and designing structured cooperative learning activities. Overall, this study emphasizes that interpersonal intelligence in early childhood develops through continuous social interaction and can be strengthened through well-planned and purposeful learning experiences.]]>
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