PERBANDINGAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA YANG MENGGUNAKAN CONTEXTUAL TEACHING AND LEARNING, THINK TALK WRITE DAN PEMBELAJARAN LANGSUNG

This study aims to compare between Contextual Teaching and Learning, Think Talk Write, and direct learning on students' mathematical communication skills. This research method uses quantitative research methods. The population in this study was all students of class VII of 13th Junior High School in Kota Sukabumi in the academic year 2017/2018 which consisted of 7 classes, with a total of 271 students. Samples were selected by cluster random sampling and obtained classes VII B, VII C, and VII F. Data collection was done using a test of mathematical communication skills, while the processing of research data using a one-way Anava test and post-Anava (Scheffe ') test at the significance level 5%. Based on the results of data analysis and Anava calculations it was concluded that there were differences in mathematical communication skills of students who learned using Contextual Teaching and Learning, Think Talk Write, and direct learning. In the post Anava follow-up test, the conclusion is that : 1) There are differences in mathematical communication skills of students who learn to use Contextual Teaching and Learning, Think Talk Write, and direct learning. 2) Mathematical communication skills of students who learn to use Contextual Teaching and Learning are better than students who learn to use Think Talk Write. 3) Mathematical communication skills of students who learn to use Contextual Teaching and Learning are better than students who learn to use direct learning. 4) Mathematical communication skills of students who learn to use Think Talk Write are no better than students who learn to use direct learning