<![CDATA[Penelitian ini bertujuan untuk mengetahui: (1) manakah kemampuan komunikasi matematis yang lebih baik antara siswa yang memperoleh model pembelajaran SAVI berbantuan LKS, model pembelajaran REACT berbantuan LKS, atau model pembelajaran konvensional, (2) apakah kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS mencapai ketuntasan klasikal dan individual, dan (3) apakah terdapat pengaruh keaktifan belajar siswa pada model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS terhadap kemampuan komunikasi matematis siswa. Jenis penelitian ini adalah penelitian kuantitatif dengan desain posttest only control design. Populasi dalam penelitian ini adalah siswa SMP Negeri 1 Subah kelas VIII tahun pelajaran 2018/2019. Sampel yang diambil dengan menggunakan cluster random sampling. Teknik pengumpulan data yang digunakan adalah tes dan observasi. Teknik analisis data yang digunakan adalah analisis variansi satu jalan sel tak sama. Hasil penelitian diperoleh bahwa: (1) model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS menghasilkan kemampuan komunikasi matematis yang sama, dan kedua model pembelajaran tersebut menghasilkan kemampuan komunikasi matematis siswa yang lebih baik daripada model pembelajaran konvensional, (2) kemampuan komunikasi matematis siswa yang memperoleh model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS mencapai ketuntasan klasikal dan individual, dan (3) terdapat pengaruh keaktifan belajar siswa pada model pembelajaran SAVI berbantuan LKS dan model pembelajaran REACT berbantuan LKS terhadap kemampuan komunikasi matematis siswa. Model pembelajaran SAVI dan REACT berbantuan LKS dapat digunakan guru untuk meningkatkan kemampuan komunikasi matematis siswa. Kata kunci: kemampuan komunikasi matematis, LKS, REACT, SAVI. ABSTRACT This study aims to determine: (1) which mathematical communication skills are better between students who obtain SAVI learning models assisted by LKS, REACT learning models assisted by LKS, or conventional learning models, (2) whether mathematical communication skills of students who get SAVI learning models assisted by LKS and REACT learning models assisted by LKS to achieve classical and individual completeness, and (3) whether there is an influence of student learning activeness on SAVI learning models assisted by LKS and REACT learning models assisted by LKS on students' mathematical communication skills. This type of research is quantitative research with a posttest only control design. The population in this study were students of SMP Negeri 1 Subah class VIII in the academic year 2018/2019. Samples taken using cluster random sampling. Data collection techniques used are tests and observations. The data analysis technique used is the analysis of one-way cell variance is not the same. The results showed that: (1) SAVI learning models assisted by LKS and REACT learning models assisted by LKS produced the same mathematical communication skills, and both learning models produced students' mathematical communication skills better than conventional learning models, (2) ability Mathematical communication of students who obtain SAVI learning models assisted by LKS and REACT learning models assisted by LKS reaches classical and individual completeness, and (3) there is an effect of student learning activeness on SAVI learning models assisted by LKS and REACT learning models assisted by LKS on students' mathematical communication skills. SAVI and REACT learning models assisted by LKS can be used by teachers to improve students' mathematical communication skills. Keywords: Mathematical Communication Ability, LKS, REACT, SAVI.]]>
