This study tries to see: 1) Are there differences in mathematical communication between students who use the direct learning model and students who use the cooperative learning model? 2). Is there a difference in disposition between students who use the direct learning model and students who use the cooperative learning model? A quantitative approach to the type of experimental quiz used in this study, Nonrandomized Control Group design, and Pre-Posttest Design. The population is class VIII students of SMP N 2 Pekalongan. Sixty-four students were included in the sample; 32 were in the experimental group, and 32 were in the control group. Sampling was tried by simple random sampling. The research instrument was a test of communication skills and a questionnaire on students' mathematical dispositions. Data were analyzed using MANOVA, one-way ANOVA, and paired sample t-test. After fulfilling the prerequisite tests, namely the multivariate normality test and the homogeneity of variance and covariance. According to the results of the t-test calculations for two paired samples, the value of Sig. Equal to 0.000 < 0.05. This means that Ho is rejected, and H1 is accepted. It can be concluded that there is a difference between the pre and post-test results for the experimental and control classes, as well as showing if the type of GI cooperative learning model on students' communication abilities and mathematical dispositions can increase. The Manova and Anova tests show if the Wilks' Lambda value is in the model line with Sig. 0.000 is smaller than the alpha value of 0.05, so Ho is rejected, and the two educational models do not have the same impact on students' communication abilities and dispositions. The conclusions of this research are: 1). There is a difference in communication between students using the cooperative and direct learning models. 2) There is a difference in mathematical disposition between students who use cooperative and direct learning models.