Learning Models to Improved Mathematical Communication Skills

The problem faced by students in slow learning is in terms of communication. The use of Auditory, Intellectually, Repetition (AIR) and Cooperative Think Pair Share (TPS) types is needed to help students communicate mathematically in expressing mathematical ideas. This study aims to determine whether or not there are differences in mathematical communication skills of students using the Auditory, Intellectually, Repetition (AIR) learning model with students who use Think Pair Share (TPS) Cooperative learning models. This research uses a quantitative approach using the Quasi Experiment method. The research design is in the form of posttest only, non-equivalent group design. Testing data using the T test with Independent Samples T-Test. Based on the results of hypothesis testing obtained p-value> α 0.05. So it was concluded that there were indications of differences between Auditory, Intellectually, Repetition (AIR) learning models with (TPS) Cooperative learning models and superior (AIR) learning models compared to Cooperative learning models of (TPS) Type in influencing students' mathematical communication skills.

Another learning model that is using cooperative type Think Pair Share. In this method there are three stages, namely Thinking, Pairing and Sharing (Ayukmartina, Sudjadi, & Purnami, 2014;Isari, Sanusi, & Krisdiana, 2014;Sugiharti, 2013;R. S. Wahyuni & Harini, 2017). The Think Pair Share (TPS) method is a type of cooperative learning that is designed to influence learners' interaction patterns and provide an opportunity for each student to show their participation to others (Hanadayani & Sujadi, 2014). Think Pair Share is also one model of learning with small groups (Kasimuddin, 2016). The number of group members consisting of only 2 people (in pairs) can optimize the active role of each student in the group and make it easier for students to cooperate with each other in expressing and discussing mathematical ideas they have both in oral and written form (Susanti, 2014;Wijayanto, 2015). This learning method prioritizes student learning activities together in groups so as to develop social relationships in problem solving learning (Wulan Sari, Kusmanto, & Sujadi, 2014). So the purpose of the writer to make this article is to compare the two learning models of Auditory Intellectually Repetition (AIR) and cooperative Think Think Share (TPS) types whether there are differences in the two models and the more superior between the two(S. Huda, Tsani, Syazali, Umam, & Jermsittiparsert, 2020).

METHOD
This type of research is quantitative research. The research method used in this study is experimental research (experimental research). The research design used in quasiexperimental (quasi-experimental design) with the research design is posttest only, non-equivalent group design. Figure 1 illustrates the design of a research design which will compare the effects of the AIR and TPS learning models in influencing mathematical communication skills. In the AIR research design design the first thing to do is divide students into groups of 4-5 students, then students listen and pay attention to the teacher explain the material, then each group discusses the material they have learned and write the results to be presented in front of the class (auditory) , after that the teacher gives the questions, then students are asked to discuss again to solve the problem (intellectually). After finishing the discussion, students get repetition of the material by quizzes to individually (repetition) (Khadijah & Sukmawati, 2013).

AIR VS TPS Figure 1. AIR and TPS Research Design Plans
For the design of the first TPS research design students were divided into groups of 4 members, then the teacher gave assignments to each group, each group member was told to do the task individually first (Think), then each group divided its members into pairs and then each pair discussed the results of their individual work (Pair), the two couples then meet again in their respective groups to share the results of the discussion (Share) (M. Huda, 2015).

RESULTS AND DISCUSSION
Based on the results of the posttest conducted in this study, the data obtained were then analyzed using the centralization rules shown in Table 1. Based on Table  1 for mathematical communication skills data using two types of learning models, namely the AIR model and the TPS model, the number of members or respondents in each group are 30 and 23 members with a mean number of 81.6333 and 70.21. From these data also obtained Std. Deviation for the AIR model of 8,19791 and the TPS model of 11,17787, from the results of the research above, there was a significant difference in the mean value and also the Std.Deviation of each learning model. The smaller the standard deviation indicates that the data does not spread and the better the data shows. It can be concluded that the AIR learning model is better than the TPS learning model.
To strengthen the results of the above research, a T test was then performed using the Independent Samples T-Test. The recapitulation results of the T test results in Table 2. This happens because the Auditory learning model, Intellectually, Repetition (AIR) contains several steps in its implementation that are superior to Cooperative Think Pair Share (TPS) types, where the teacher explains the discussion material first before then being analyzed by students, after which group representatives are required to dare to present the results of group discussions in front of the class. In addition to being given questions to be solved together with the group students individually get repetition of material by being given a quiz at the final stage after the discussion is over.
Next to strengthen the conclusions, researchers review from each stage of the learning model that researchers use. In the first stage all learning models do the preparation including preparing a discussion group, the TPS model after students are divided into their groups and then divided again in pairs. Then in the second stage in the TPS learning model the teacher directly gives questions to the students, then the questions are first done individually to train students' thinking power, then in the third stage the work results of each student are discussed in pairs. At the last stage students rejoin their groups to discuss in groups.
The stages of preparation in the AIR learning model after group formation, the second stage is the teacher explaining to students the material to be used for discussion. Furthermore, in the third stage students are asked to listen and pay attention and understand the material conveyed by the teacher. The fourth stage, each group is welcome to conduct discussions. The results of the discussion are then written to be presented in front of the class. Then, at the fifth and sixth stages each group is given questions by the teacher which is then discussed again in groups to solve the problem. The last stage is, the teacher gives a repetition of material in the form of a quiz. The teacher gives quizzes to students which are then done individually. The purpose of this repetition is that students repeat or review the discussion material earlier and also become one of the differentiators from other learning models (Purnomo, 2018).
TPS learning model can also improve mathematical communication skills and confidence, learning achievement, activities and learning outcomes in mathematics, learning motivation (Ayukmartina, Fibriana, The advice that researchers can give based on the results of these studies, teachers should be more creative and innovative in using and developing a learning model. The more learning models, then we can analyze which learning models have more impact to improve students' mathematical communication skills, one of which is the Auditory, Intellectually, Repetition (AIR) learning model.