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The learning process in the 21st century requires students to have the ability to survive and compete globally. One of the skills that students need in the 21st century is the 4C (Critical, Creative, Collaborative, Communicative) ability where with the 4C ability students can improve the learning process and understanding in mathematics well. However, the current learning process is carried out online because Indonesia is being shaken by the corona virus or often called covid-19 in early March 2020. As a result of these conditions in the online learning process, it is necessary for the education sector to see the abilities of students, one of which is the 4C ability of students. This study aims to determine the 4C (Critical, Creative, Collaborative, Communicative) abilities of students in the algebraic structure course during the Covid-19 pandemic. This study uses a descriptive qualitative approach. The subjects in this study were students who contracted an algebraic structure course, totaling 15 students from each class. The instruments used are the 4C ability test and interview guide sheets. Based on the results of the study, it was found that the 4C ability of students in the algebraic structure course was in the medium and low criteria. This can be seen from the overall percentage results related to achievement indicators in the aspect of ability 1) Critical Thinking, is in the low category with a percentage of 33.4%, (2) Creative, is in the low category with a percentage of 20%, (3) Communication, is in the low category. in the medium category with a percentage of 40%, (4) Collaboration, is in the medium category with a percentage of 46.7%. Based on the results of interviews with research subjects, it was found that the biggest difficulties for most students were on the indicators of critical and creative thinking. Therefore, it can be concluded that there is a need for strategies or online learning models to support students' 4C abilities in algebraic structure courses during this covid-19 pandemic. [ABSTRACT FROM AUTHOR]

HOTS should be facilitated for students. So that students not only have the ability to achieve competence but are able to illuminate issues with more basic, open, and creative consideration. So, HOTS is very important to be improved. where at this time during the covid-19 pandemic, lecturers had difficulty measuring HOTS in students. This study conducted distance learning (PJJ). This study aims to determine the HOTS ability of students in the differential equation course during the Covid-19 pandemic. This study uses a descriptive qualitative approach. The subjects in this study were students who contracted differential equations courses, totaling 9 students from each class. The instrument used is an ability test with a description of 6 questions and an interview test sheet. The study found that the students' HOTS ability in the differential equation course was at a sufficient level. This can be seen from the overall percentage results related to achievement indicators in the aspect of analytical ability (C4) of 39.8 which are at the less level; the aspect of the ability to assess/evaluate (C5) of 58.44 is at a sufficient level; the aspect of creative ability (C6) of 59.66 is at a sufficient level. Therefore, the conclusion is that the students' HOTS ability in the differential equation course is sufficient with several shortcomings and the online learning process is not yet fully efficient. Therefore, we must find solutions to support online learning by increasing students' HOTS abilities in the differential equations course during the covid-19 pandemic. [ABSTRACT FROM AUTHOR]