The ability of students to solve math problems is still not satisfactory despite the efforts of many teachers to improve their abilities. This is because the teacher in the learning process conditions students in the memorization stage of what they have learned and not experiences their own concepts obtained during learning so that students lack motivation to follow existing learning. One learning strategy that is expected to improve mathematical communication skills and student learning motivation is by applying Experiential Learning learning models. The experiential learning model is intended so that during learning students construct their own experiences so that they are able to communicate express ideas, read, write and represent mathematical concepts and discuss and accept the opinions of their friends in groups. The purpose of this research is to find out (1) whether the Experential Learning learning model can improve students' mathematical communication skills. (2) Whether the Experiential Learning model can improve student learning motivation. This research method is quasi-experimental design. Data collection techniques in this study through students' mathematical communication skills test and learning motivation questionnaire. Data analysis is done by quantitative techniques. The results showed that Experiential Learning learning models could significantly improve mathematical communication skills and student learning motivation. The average value of the experimental class and control class after the teaching and learning process has increased from the average values of the two pre-test classes, namely 78.79 and 72.33. Based on the results of calculations and testing student learning motivation using the Tukey test at α = 0.05 for testing student learning motivation, obtained Q count = 8.05 greater than Q tabel = 4.08.