<![CDATA[AbstrakPenelitian ini dilatar belakangi oleh rendahnya komunikasi matematis siswa, hasil kemampuan komunikasi matematis siswa di MI PUI Sangiang belum mencapai nilai KKMÂ yaitu 75. Penelitian ini bertujuan untuk mengetahui penerapan model kooperatif tipe Team Assisted Individualization pada mata pelajaran matematika, untuk mengetahui komunikasi siswa di kelas V MI PUI Sangiang dengan menggunakan model kooperatif tipe Team Assisted Individualization, untuk mengetahui peningkatan kemampuan komunikasi matematis siswa antar siklus dengan menggunakan model kooperatif tipe Team Assisted Individualization. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK). Hasil dan kesimpulan dari penelitian ini bahwa Penerapan model kooperatifftipe Team Assisted Individualization untuk meningkatkan kemampuan komunikasi matematis siswa telah dilaksanakan dengan baik, kemampuan komunikasi matematis siswa dengan menerapkan model kooperatif tipe Team Assisted Individualization mengalami peningkatan pada setiap siklusnya. Rata-rata kemampuan komunikasi matematis siswa pada siklus I yaitu sebesar 61. Pada siklus II nilai rata-rata kelas yaitu 72. Pada siklus III dengan nilai rata-rata mencapai 81, kemampuan komunikasi matematis siswa di kelas V MI PUI Sangiang antar siklus dengan menggunakan model kooperatif Tipe Team Assisted Individualization mengalami peningkatan. Kesimpulannya bahwa model kooperatif tipe Team Assisted Individualization dapat meningkatkan kemampuan komunikasi matematis siswa.Kata Kunci: Komunikasi Matematis, Team Assisted IndividualizationAbstractThis study was motivated by the low mathematical communication of students in the subject of Mathematics. The results of mathematical communication skills of students at MI PUI Sangiang had not reached the KKM score of 75. This study aimed to determine the application of the cooperative model of Team Assisted Individualization type in the subject of Mathematics, to determine student communication in the fifth grade at MI PUI Sangiang by using the cooperative model of Team Assisted Individualization type, and to determine the improvement of mathematical communication skills of the students between cycles by using the cooperative model of Team Assisted Individualization type. This study used a classroom action research (CAR) method. The results of this study indicate that the application of the cooperative model of Team Assisted Individualization type in improving mathematical communication skills of the students has been implemented well. Mathematical communication skills of the students assisted with the cooperative model of Team Assisted Individualization had increased in each cycle. The average score of the mathematical communication skills of the students in cycle I was 61. The class average score in cycle II was 72. In cycle III, the average score reached 81. Mathematical communication skills of the fifth-grade students at MI PUI Sangiang between cycles assisted by the cooperative model of the Team Assisted Individualization Type had improved. In conclusion, the cooperative model of the Team Assisted Individualization type can improve the mathematical communication skills of students.Keywords: mathematical communication, Team Assisted Individualization]]>
