The purpose of this study was to determine the differences in the improvement of mathematical communication skills and learning independence between students who obtained the Quantum Teaching model and Discovery Learning models and knew the quality of improvement in communication skills and learning independence with the two models. Data collection techniques using quantitative analysis obtained from the results of the pretest and posttest. The population of the study was all students of SMP Negeri 2 Tarogong Kidul class VII with samples of class VII-G and class VII-H. In this study two types of instruments were used, namely tests and non-tests. The test instruments were in the form of questions used to measure mathematical communication skills, while the non-test instruments consisted of learning independence questionnaires, learning implementation observation sheets, observation sheets of students' learning independence attitudes in group discussion activities. The results showed there were no differences in the increase in mathematical communication skills between students who received the Quantum Teaching model and Discovery Learning models, but descriptively the average achievement of mathematical communication skills of students who got the Discovery Learning model was higher than the students who got the Quantum Teaching model. The quality of improvement in mathematical communication skills of students who get the Quantum Teaching model and Discovery Learning models are both moderately interpreted. Whereas the results of the study of learning independence showed no difference in increasing learning independence between students who received the Quantum Teaching model and Discovery Learning models, but descriptively the average achievement of learning independence students who got the Discovery Learning model was higher than the students who got the Quantum Teaching model. The quality of increased learning independence of students who get the Quantum Teaching model interpreted a decline while the Discovery Learning model was interpreted low.