This study aimed to: 1) determine better mathematical communication skills
between students taught through team quiz learning model and students taught
through direct learning, 2) determine better self efficacy between students taught
through team quiz learning model and students taught through direct learning. This
study used quantitative research method. The design used posttest only control design.
Sampling was determined using cluster random sampling technique and obtained two
sample classes; the seventh grade of class D as the experimental class that joined
team quiz learning and the seventh grade of class A as the control class. The data of
students' mathematical communication ability were taken using post test and self
efficacy data collection used questionnaires. Data analysis of students' mathematical
communication ability used mann-whitney test and self efficacy data analysis used
independent sample t test. From the significance alpha = 0,05 value of students'
mathematical communication ability was 0.019 and students' self efficacy was 0.0005;
because both the significance values were less than 0.05, the students' mathematical
communication ability and self-efficacy who joined team quiz learning were better
than those who did not follow team quiz learning. Thus, it could be concluded that
team quiz learning model affected the students' mathematical communication ability
and self efficacy.