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This research was conducted to know the difference in the effect of Team Assisted Individualization (TAI) and Student Teams Achievement Division (STAD) strategy on mathematics learning outcomes. This research also aimed to know the difference in the effect of mathematical communication skills on mathematics learning outcomes and the interaction between TAI and STAD strategy and mathematical communication skills in vocational high school. The research type used was experimental research with a quasi-experimental design as the research design. The cluster random sampling was used to obtain two sample classes, namely the experimental class X F consisting of 36 students and the control class X A consisting of 36 students of class X students in SMK Negeri 1 Pedan in the 2019/2020 school year. The experimental class was conducted with TAI strategy and the control class with STAD strategy. The duration of the experimental learning was three meetings and one meeting for examination. The examination result used two-way ANOVA with the unequal cell to know the conclusion. The finding showed that there was an effect of the implementation of TAI and STAD strategy and also mathematical communication skills on mathematics learning outcomes. The learning using TAI strategy produced better mathematics learning outcomes than using the STAD strategy. Moreover, the high-category of mathematical communication skills was better than the medium and low ones. However, there was no interaction between learning strategy and mathematical communication skills on mathematics learning outcomes.

The Effect of TAI and STAD Strategy towards Learning Outcomes Reviewed from Mathematical Communication Skill