摘要：This study aims to describe students' mathematical communication skills both oral and written. The communication ability is observed through the application of cooperative learning model type TGT for set theory. The research design was qualitative descriptive. The subjects of the study were 17 students of class VII-B. The learning material were lesson plan, discussion group, game group, worksheet, game question, and written test. The research instruments were observation sheet of teacher activity, written and oral mathematical communication ability. The results of the study at the first meeting showed that the ability of oral mathematical communication had sufficient category and written had low category. The second meeting of oral mathematical communication skills had sufficient category and written was better than before. Oral mathematical communication improved at the third meeting, while written in the low category. The fourth meeting was increased in the ability of oral and written mathematical communication, for high oral mathematical communication and written with high category as well. The students' mathematical communication skills from the first to fourth meetings had increased. The average overall ability of oral and written mathematical communication was sufficient.
其他摘要：This study aims to describe students' mathematical communication skills both oral and written. The communication ability is observed through the application of cooperative learning model type TGT for set theory. The research design was qualitative descriptive. The subjects of the study were 17 students of class VII-B. The learning material were lesson plan, discussion group, game group, worksheet, game question, and written test. The research instruments were observation sheet of teacher activity, written and oral mathematical communication ability. The results of the study at the first meeting showed that the ability of oral mathematical communication had sufficient category and written had low category. The second meeting of oral mathematical communication skills had sufficient category and written was better than before. Oral mathematical communication improved at the third meeting, while written in the low category. The fourth meeting was increased in the ability of oral and written mathematical communication, for high oral mathematical communication and written with high category as well. The students' mathematical communication skills from the first to fourth meetings had increased. The average overall ability of oral and written mathematical communication was sufficient
关键词：Mathematical communication ability; cooperative learning model
of TGT type
其他关键词：Mathematical communication ability; cooperative learning model of TGT type
