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Minimum Competency Assessment, which measures students' numeracy in Indonesia, has been implemented in the pandemic era when learning is forced to shift from offline to online. However, little research on online mathematics learning discusses the students' experience while students play a significant role in learning. This qualitative descriptive research explores the gap between the distance learning conducted by teachers and how students experience learning regarding numeracy. Through a survey of 264 students, an interview with two mathematics teachers, class observations, and a numeracy test, this research found that students perceived that online mathematics learning does not accommodate their needs for further discussions and detailed explanations. Concerning numeracy, the lack of context in learning activities might cause students difficulty processing information in a passage. The results suggest collaborative learning employing real-life context and digital technology to develop students' conceptual understanding, which is the foundation of numeracy skills. [ABSTRACT FROM AUTHOR]

The rapid growth of technology encourages the development in the learning activity. The situation which initially can happened only in a class, now can be visualized in a learning media. The technology facilitates the visualization and the complexity of a learning media. The use of an interactive learning media highly effective in enchancing students engagement in learning process. Realistic Mathematics Education (RME) emphasizes the mathematization process which can be best learned through students activity. The principles of RME can be manifested in an interactive learning media. Hence, by combining the principles of RME and the use of technology, an interactive learning media was developed. The method used in this research is research and development which consists of three stages: preliminary analysis, product development, and evaluating the product. The preliminary analysis showed the need to develop an interactive learning media with realistic approach. In the product development stage, the content outline, storyboard, and flowchart of the media were made. The products' validation and evaluation process followed the Dick&Carey model which require students and teachers in individual and group testing. The average score of the validation process is 90.11% which means that the interactive learning media product is classified as very good and is suitable to be used in junior high school. [ABSTRACT FROM AUTHOR]