Effect of Learning Model on Location of School Student Mathematical Communication Skills

The purpose of this study is to determine: (1) The effect of the learning model to the students' mathematical communication skills, (2) Effect of location of the school on students' mathematical communication skills, (3) The interaction between the learning model and the location of the school on students' mathematical communication. The study population was ten schools in the city of Medan and ten schools in the area Rantauprapat 2018/2019 school year. The research sample is taken two classes selected. Other research instrument used was a test of mathematical communication kemapuan Shiva. Data were analyzed by Anova two lanes. The results of this research show that: (1) There is a learning model influence on students 'mathematical communication skills, (2) influences of the location of the school on students' mathematical communication skills, Keywords: Probelem Learning Model Based Learning, Discovery Learning, Communication Skills, location location School. DOI: 10.7176/JEP/11-6-12 Publication date: February 29 th 2020

students to learn to construct mathematical understanding of other students and gives students the opportunity to reflect on their math understanding. Through communication, someone will be able to express ideas, findings or even feelings of others.

LITERATURE REVIEW 2.1 Nature of Learning Mathematics
Learning can simply be interpreted as an attempt to influence the emotional, intellectual, and spiritual someone to learn at his own will (Nata, 2009: 85). Learning in humans occurs from birth until leaving this world. Walker (in Riyanto, 2009: 5) which states that According Wulan (2012: 5), learning is programmed activities of teachers in instructional design, to make learners active learning that emphasizes the provision of learning resources. Meanwhile, according to Sagala (2009: 62) learning as a learning process built by teachers to develop creative thinking can improve thinking ability of students to improve the ability to construct new knowledge in an effort to improve a good mastery of the subject matter.

Interaction
The interaction comes from the word inter (between) and action (activity), so that interaction is a reciprocal activity. Kerlinger (2006: 398) states that, "Interaction is a collaboration of two or more independent variables to affect the dependent variable".
According Minium, King & Bear and Ruseffendi (in maulana, 2016: 236) interaction is defined as a: a) the combined effect between the two dependent variables, b) the combined effects between independent variables and control variables on the dependent variable, c) the combined effect between the two factor to influence the dependent variable that is different at each level. Nurhadi (2004) said the problem-based learning is a teaching that uses real-world problems as a context for students to learn about critical thinking and problem solving skills, as well as to acquire knowledge and essential concept of the subject matter. According to Dewey (in Trianto 2009) "learning by problem is the interaction between stimulus and response, is a two-way relationship between learning and the environment". Environment provide feedback to students in the form of aid and problems, while the nervous system of the brain function effectively interpret the aid so that the problems encountered can be investigated, assessed, analyzed, and sought to solve well. Arends (2000) explain the meaning of problem-based learning are:

Problem Based Learning Model
"Problem-based instruction Strives to help student Become independent and autonoumous learner. Book by teacher who repeatelly encourage and reward them for asking question and seeking solutions to real problems on their own. Student learn to perform a task indenpedently Reviews These late in life. " According to Dewey (in Trianto, 2011: 91). "Learning by problem is the interaction between the stimulus response, a two-way relationship between learning and the environment ''. The environment gives feedback to the student in the form of aid and problems, while the nervous system of the brain function effectively interpret the aid so that the problems encountered can be investigated, assessed, analyzed and sought to solve well.

Application of Problem Based Learning
Problem-based learning is not designed to help teachers provide as much information to the learners. Problembased learning is developed to help learners develop their intellectual abilities, thinking skills, and problem solving that learners encounter in everyday life.
According to Ibrahim (in Trianto, 2010: 97), the role of the teacher in the classroom by using problem based learning strategies include the following: a. Asking problem or orient students to authentic problems, namely the problem of real life everyday; b. Facilitate / lead investigation example observe or perform experiments / trials; c. Facilitate student dialogue; and d. Support student learning.

Discovery Learning
Joyce and Weil in (Rusman, 2012: 132) states that the learning model is a plan or pattern that can are used to form the curriculum (long-term learning plan), designing materials -learning materials, and guiding learning in the classroom or the other.
Discovery learning model is derived from the discovery that means finding. Saefuddin (2014: 556) defines that the discovery learning model is a learning process that occurs when students are not presented in its final form, but through the process of finding. Students are expected to organize their own learning experience.

Research Design
The method used is an experimental method that the research methods used to find a specific treatment effect against the other in a runaway condition (Sugiono, 2015: 107).
Variance analysis can be extended to issues / cases involving two variables. If a lot of the same population for eachcombinations of possible categories (one category and each variable), the experiment is called a factorial experiment. In this analysis can test hypotheses about differences between categories in the variables in the variable A or B. If the observations for each combination of more categories and one, can also hypothesis test for a population mean the interaction between the variables category A and category B. variables Table 3

Hypothesis testing 1,2, and 3
The first hypothesis that to be tested is there a difference mathematical communication skills students acquire learning Problem Based Learning by teaching students who obtain Discovery Learning.

Statistical Hypothesis 1:
= ∝ = ∝ = 0 = ∝ ≠ 0 Information : : Mathematical communication skills to influence learning model.∝ , ∝ Hasil ANOVA two-lane calculation can be found in Appendix .... and a summary of the results can be seen in Table 4:15. Because of F (A) is greater than the value Ftabel= 0.05 is 5.297> 5.286, H0 is rejected. That is a significant difference between the learning model to the students' mathematical communication skills.
The second hypothesis to be tested is the location of the school there is an influence on students' mathematical communication skills: Statistical Hypothesis 2: = = = 0 = ≠ 0 Description: influence on the location of the school students' mathematical communication skills. , Based on Table 4:15 for the calculation of inter Layout Area (B) obtained value Fhitung (B) amounting to 12.698. Because of F (B) is greater than the value Ftabel= 0.05 is 12.698> 5.286 H0 was rejected. That is a significant difference between the location of the school on students' mathematical communication skills.
The third hypothesis to be tested is contained inetraksi between learning model on the ability of communication based on the location of the location (Medan and Rantauprapat) school students.

Statistical Hypothesis 3:
H0: (∝ ) = 0, = 1,2; " = 1,2 Ha: At least one (∝ ) ≠ 0, = 1,2; " = 1,2, Information: (∝ ) Interactions betweenlearning model of the communication ability based on the location of the school, Table 4:15, for the calculation of learning model of the communication ability based on the location of the school found that the value of F (AB)amounting to 8.569. Because of F (AB) is greater than the value Ftable = 0.05 is 8.569> 5.286, then H0 is rejected. This means that therethe interaction between learning model of the communication ability based on the location of the school, Results of testing the hypothesis 1, 2 and 3 was also confirmed by using SPSS 20, with the testing criteria if the value of 0.05 then rejected. Test Results Anava two lines of the data post-test students' mathematical communication skills using SPSS 22 can be seen in Table 4.16.<  Table 4:16 ANOVA information can be obtained as follows: • Corrected Model, tested to see the effect of all independent variables (learning, location of the location, and the location of the location of learning *) on the dependent variable (matemaatis communication skills of students). It can be seen that the significance value is 0.000, it means that all independent variables affect the ability of students' mathematical communication. • Intercept, tested to see if the average of students' mathematical communication ability is not equal to zero. In other words, the value changes in students' mathematical communication capabilities without the influence of the independent variables. The statistical model of the design of this study are: