<![CDATA[Abstrak: Penelitian ini bertujuan untuk memperoleh gambaran tentang pencapaian kemampuan komunikasi matematis mahasiswa yang memperoleh pembelajaran PBL dan Mind Mapping (MM) ditinjau dari gaya kognitif field dependent dan field independent. Penelitian ini merupakan quasi ekseprimen yang melibatkan 97 mahasiswa semester I. Sebanyak 46 mahasiswa memperoleh pembelajaran PBL dan sebanyak 51 mahasiswa memperoleh pembelajaran MM. Analisis penelitian menggunakan Two way ANAVA. Hasil penelitian menyimpulkan bahwa (1) tidak terdapat perbedaan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran PBL dan MM, (2) terdapat perbedaan kemampuan komunikasi matematis mahasiswa yang memiliki gaya kognitif field dependent dan field independent, (3) tidak terdapat interaksi antara model pembelajaran dan gaya kognitif terhadap kemampuan komunikasi matematis. Abstract: This study aims to obtain an overview of the achievement of mathematical communication ability of students who obtain PBL learning and Mind Mapping (MM) in terms of the field dependent and field independent cognitive styles. This research is a quasi-assessment involving 97 first semester students, with 46 students obtaining PBL learning and 51 students obtaining MM learning. Research analysis using two way ANOVA. The results of the study concluded that (1) there was no difference in mathematical communication ability of students who obtained PBL and MM learning, (2) there were differences in mathematical communication ability of students who had cognitive field dependent and field independent styles, (3) there was no interaction between learning models and cognitive style towards mathematical communication ability.]]>
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