EKSPERIMENTASI MODEL ATTENTION, RELEVANCE, CONFIDENCE, SATISFACTION (ARCS) BERBANTUAN MEDIA MATHPOLY TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP (Eksperimentasi di Kelas VIII SMP Negeri 4 Sukabumi)

Students mathematical communication skills are a students ability to communicate ideas about symbols, tables, diagrams or media to express thoughts on material both orally and in writing. This research is quantitative research with Quasi-Experimental Design. The design of this study is Nonquivalent Post-test Only Control Group Design. The population in this study were VIII grade students of SMP 4 Sukabumi with the sampling technique was Cluster Random Sampling and selected three sample groups totaling 111 students. The initial ability of students mathematical communication obtained even midterm test scores (UTS) data and after being given treatment in each experimental class and control class were given a post-test description test of mathematical communication skills of 5 questions. The data analyzed using the one-cell ANOVA test was the same as the post-ANOVA test using the Scheffe test with a significance level (α) = 5%. The results of the analysis of ANOVA test data for the same cell path for the post-test values showed that there were differences between the three models. Post anava test shows the learning model Attention, Relevance, Confidence, Satisfaction (ARCS) assisted by Mathpoly media is better than Attention, Relevance, Confidence, Satisfaction (ARCS) learning model, Attention, Relevance, Confidence, Satisfaction (ARCS) learning model assisted by Mathpoly media better than the direct learning model and the learning model Attention, Relevance, Confidence, Satisfaction (ARCS) is better than the direct learning model. It can be concluded that the mathematical communication skills of students who learn to use the learning model Attention, Relevance, Confidence, Satisfaction (ARCS) assisted by Mathpoly media are better than the Attention, Relevance, Confidence, Satisfaction (ARCS) learning models and direct learning models