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Mathematical communication skills (MCSs) are necessary skills for everyone to face lots of challenges in life. With these skills, mathematical ideas can be exploited in various perspectives. At the same time, students’ thinking can be sharpened, consolidated and organized. Their growth can be measured; their mathematical knowledge and development can be constructed; students’ reasoning can be improved, and their communication can be formed. In fact, students’ MCSs have not developed well. Contextual learning (CL) is expected to trigger the development of students’ MCSs. The study aims to examine the improvement of students’ MCSs through the CL. This study used quasi experiment with pretest and posttest control group design. This study used a set of MCSs tests. Data were analyzed by two-line Anava. The results show that there is an increase in students’ MCSs through CL which is higher than conventional learning (CVL); overall: 0.81 > 0.68, school category: 0.87 > 0.76 (above), 0.74 > 0.60 (middle); the increase, both overall and the upper level through CL are high, but moderate through CVL. While at the middle level, both CL and CVL are moderate; and there is a significant interaction effect between learning and school level on improving students’ MCSs.

This research is motivated by teachers who still have difficulty designing learning tools based on the 2013 curriculum. This study aims to produce mathematical learning tools based on a problem-based learning model to facilitate students' valid and practical mathematical communication skills. Learning tools are developed in the form of a syllabus, lesson plan (RPP), and student worksheets (LAS). The development model used is the 4-D model, in which stages are defined, designed, developed, and disseminate. The test subjects in this study were 6 class VII students. The test instrument used was a validity instrument in the form of a validation sheet to assess the appropriateness of the learning device and a practicality instrument in the form of a student response questionnaire to assess the practicality of using LAS. Based on the validation data analysis results, it is concluded that this mathematics learning tool is very valid, with the average rating for the syllabus being 3,84, for RPP is 3,76, and for LAS being 3,72. Based on the practicality data analysis results, the student response questionnaire showed a very practical category with an average assessment of 3,61.

This research is motivated by the limited mathematics learning tools that are in accordance with the 2013 curriculum. The aim of this research is to produce learning tools in the form of a syllabus, lesson plans (RPP), and student activity sheets (LAS) using discovery learning models in the material of class VII quarters and triangles. SMP / MTs. The development model used in this study is the 4-D model which consists of four stages of development, namely defining, designing, developing, and distributing. Data collection using practical instruments. The learning tools that have been developed are validated by three expert validators. The findings of the study revealed that the results of the syllabus validation analysis were 3.79 or very valid categories, RPP were 3,87 or very valid categories and LAS were 3.82 or very valid categories. The results of this validation analysis indicate that the syllabus, lesson plans, and LAS are considered valid. Furthermore, the results of the practicality trial in the small group for LAS were 3.50 or very practical category. The conclusion of this study is that the mathematics learning tools developed using the discovery learning model in the material of Quadrilateral and Triangles of class VII SMP / MTs which include syllabus, lesson plans and LAS are valid and feasible to use.