Students' low mathematical communication skills are a problem in this study. The purpose of this study was to determine the increase in mathematical communication skills between students who received the Course Review Horay learning model and students who received the Student Teams Achievement Division learning model. The research method is quasi-experimental. The population in this study were students of one of the state junior high schools in Garut with a sample of 50 students in class VII C and VII D. Data analysis was carried out by normality test, homogeneity test, and t-test. The results showed that there was an increase in mathematical communication skills between students who received the Cause Review Horay learning model and students who received the Student Teams Achievement Division learning model. The quality of improvement in the Class Cause Horay Review and the Student Teams Achievement Division class both show moderate criteria, the Horay Review Cause class shows a good attitude, and the Student Teams Achievement Division class shows a sufficient attitude.
Tujuan penelitian ini adalah untuk mendeskripsikan (1) ciri-ciri perencanaan pembelajaran matematika; (2) ciri-ciri pelaksanaan matematika; dan (3) ciri-ciri evaluasi kurikulum matematika. Jenis penelitian kualitatif dengan desain etnografi. Lokasi di SD Negeri Mangkubumen 83 Surakarta. Teknik pengumpulan data dengan wawancara mendalam, dokumentasi, dan observasi. Analisis data dengan tiga tahapan yaitu reduksi data, sajian data, dan penarikan simpulan dengan verifikasinya. Hasil penelitian (1) perencanaan pembelajaran matematika disusun oleh guru secara berkelompok dengan berpedoman pada kurikulum tingkat satuan pendidikan (KTSP), dikembangkan sesuai dengan kondisi lingkungan sekolah masing-masing. (2) Tujuan pembelajaran matematika berpedoman pada kurikulum tingkat satuan pendidikan. Materi pembelajaran matematika terdiri dari 6 (enam) standar kompetensi yang terbagi untuk semester I sebanyak 4 (empat) standar kompetensi, dan 2 (dua) standar kompetensi untuk semester II. Metode pembelajaran matematika yang digunakan oleh guru adalah metode deduktif, demonstrasi, diskusi, ekspositori,latihan, dan tanya jawab. Jenis media pembelajaran matematika bermacam-macam,dengan tujuan untuk menjelaskan konsep matematika. Pelaksanaan pembelajaran dilakukan dalam tiga tahap, yaitu tahap awal, tahap inti pembelajaran, dan tahap akhir. (3) Evaluasi kurikulum mata pelajaran Matematika, dilakukan oleh kepalasekolah selama proses pembelajaran dan akhir semester dengan cara observasi, dan pengamatan dokumentasi. Komponen evaluasi kurikulum terdiri dari: penilaian standar isi, penilaian perencanaan pembelajaran, pelaksanaan pembelajaran, standar penilaian, dan standar kelulusan
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