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Learning outcomes in mathematics have become important in the Covid-19 pandemic. The purpose of this study was to see the mathematics learning outcomes of students at Alabidin Bilingual Boarding School (ABBS) Surakarta in online learning during the Covid-19 pandemic. The method used in this research is descriptive qualitative to determine the extent of students' mathematics learning outcomes. The population in this study was all students at ABBS High School Surakarta, with the sample being all students of grade 10th ABBS High School Surakarta. The results obtained from the lowest and lowest scores were grouped according to the criteria for school criteria, namely the minimum completeness criteria (MCC) to see the learning outcomes of 10th-grade students at ABBS High School Surakarta. The Minimum Completeness Criteria (MCC) is ≥ 75. The acquisition of student learning outcomes in this study is measured by an indicator, namely the final exam score for semester 1 of 2020 in class X at ABBS High School Surakarta. In terms of proportion, there are 30.6% of students who reach MCC, the learning outcomes of students at ABBS High School Surakarta in brave learning during the Covid-19 pandemic are classified as a low category.

Refractive thinking is the thinking process to decide on several alternative solutions through reflection and critical thinking. The study is set is to describe the students' refractive thinking processes in solving mathematical problems of a two-variable linear system. This is qualitative research with a qualitative descriptive method. The collected data is analyzed through three stages, namely: reduction, presentation, and verification of conclusion. The results reveal that the refractive thinking process of students from two subjects in solving mathematical problems, namely the best solution is obtained that the subject's thinking process follows the flow of the refractive thinking process. It can be determined from several alternative solutions in solving mathematical problems by using mathematical work procedures by changing story problem into a mathematical model. So that, it can be conducted quickly and precisely through the identification of the problem, strategic, and evaluation in the refractive thinking process.

This research aims to describe the level of probabilistic thinking of Junior High School of 2 Rembang students with low mathematical abilities and have not formally learn probability material in the sample space construct, experimental probability from an event, and probability comparison. The subjects of this research were 2 low mathematical students of class VII.7. This is a qualitative research using case studies. The main instrument in this research was the researcher, and the supporting instruments in this research were tasks in the form of probabilistic problems and interview guidelines. The data obtained by the researcher were validated using time and source triangulation. The results show that the level of probabilistic thinking of junior high school students with low mathematical abilities who had not formally learn probability material is as follows: (a) In the sample space construct, students are at level 2 (transitional level) with the characteristics of being able to register a complete set of results of a one-stage experiment and sometimes a two-stage experiment. (b) In the construct of experimental probability for an event, students are at the subjective level (level 1) with the characteristics of using subjective opinions to determine the most likely or least likely events. (c) In the probability comparison construct, students are at the subjective level (level 1) with the characteristics using subjective opinion to compare the probability of an event in two different sample spaces.

Frogs and toads commonly found by human. Frogs and toads could become a bio-indicator of anenvironment. Paliyan Wildlife Sanctuary is a forest area which posses several animal to protect and it’slocated in Gunungkidul Regency, Province of DIY. The diversity of frogs and toads in this wildlifesanctuary is not yet recorded and published. The aim of this research is to understand the diversity of frogsand toads in the area of Paliyan Wildlife Sanctuary. The results there were 9 species of frogs and toads, i.e.,Duttaphrynus melanostictus, Ingerophrynus biporcatus, Fejervarya limnocharis, Kaloula baleata,Occidozyga lima, Occidozyga sumatrana, Microhyla orientalis, Microhyla palmipes and Polypedatesleucomystax. The diversity of frogs and toads in the wildlife sanctuary is moderate according to theShannon-Wiener Index with value: 1,43. Area of Paliyan Wildlife Sanctuary is a suitable habitat for frogsand toads due to its location with dense forest, bushes, rivers, lakes and pools as well as least humanactivities.

The learning system of Curriculum 2013 uses a scientific approach regulated in the Minister of Education and Culture Regulation Number 65 of 2013. The scientific approach emphasizes the importance of collaboration and cooperation among students in knowing and understanding various materials. The purpose of curriculum 2013 is making students are able to formulate a problem and study analytical thinking. However, in fact, teachers face difficulties in implementing the scientific approach. It is a descriptive qualitative study. Data is obtained through observation on the mathematics learning process of X grade at Kupang city. The results reveal that there are several difficulties faced by the teachers in implementing the scientific approach. They are (1) difficulty in making students actively involved in the learning process, (2) difficulty in stimulating students to ask questions, (3) difficulty in making students formulate their own knowledge, and (4) difficulty in fostering the courage and language skills of students to communicate results.

Problem solving is significant skill in facing 21st century. Students have different levels of problem solving. The levels that explain individual abilities in solving mathematics problems are called as cognitive level. It consists of three levels; cognition, metacognition, and epistemic cognition. The cognitive level influences individual in understanding the problem and deciding the right strategies to solve it. The material used to obtain the data is three variables linear equation system, by involving two high ability students at the tenth grade from one of the state senior high schools in Pati. This research employs qualitative method, which the data are collected through task-based interview and time triangulation is applied to validate the data. The results reveal that at the cognition level, students with high ability have an understanding related to conceptual and procedural knowledge, but the ability of students in factual knowledge is low, especially in terminology skill; at the metacognition level, the students are able to write down each strategy in each method, but it is not detail; while at the epistemic cognition level, they are able to explain the weaknesses of a method, but they have not been able to provide a solution to overcome its weaknesses.

This research is motivated by the importance of problem solving skill for students in 21st century, whereas students' skill in solving mathematics problems is various in accordance their cognitive levels. Students’ cognitive levels in solving problems include; cognition; metacognition; and epistemic cognition. Cognitive level affects individual in understanding problem and deciding the right strategy to solve it. The purpose of this study is to describe cognitive levels of low-ability students. This study uses qualitative methods with task-based interviews. The material is three-variable linear equation system. The research subjects are two low-ability students at ten grade of State Senior High School in Pati Regency. The results show that the two subjects have weaknesses at each level, for example the two subjects are able to work on the given problems, but both subjects are unable to define equations, inequality, similarity, and dissimilarity correctly in the initial type of cognition level.

This study aims to determine the interaction between teachers and students that occur in the process of learning Mathematics with jigsaw model in junior high school in Surakarta using FIAC (Flanders Interaction Analysis Condition) analysis. This study includes qualitative descriptive research. The subjects of this study are teachers and students of 8th grade of junior high school in Surakarta and students' learning achievement sheets. The object of research is the interaction of teachers and students in the learning of mathematics, including the sense of receiving, giving praise, how teacher teaches the material, how the teacher directs the students, how the teacher gives criticism, student responses, student speech initiative and the level of silence or crowd. Data collection methods used in this study are observation, interviews, and documentation. Data obtained in the form of qualitative data in the form of observation results of teacher and student interaction, interview transcript and documentation of teaching and learning activities. The data obtained were analyzed by FIAC. The result of the research shows that jigsaw learning process is: 1) the interaction between teacher and student in the learning of mathematics is multi direction. The research results are confirmed by the value of Teacher Response Ratio (RRG) that is equal to 44.48% and the value of Student Initiative Ratio (RIS) of 43.47%; 2) The learning done by the teacher is successful. The success of multi-direction learning is evidenced by the average score of the student achievement test of 78.30. The value is categorized into either category.

Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D). Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1) the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2) Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3) effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4) Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.