ABSTRAK A. PENDAHULUANDalam peraturan Menteri Pendidikan Nasional Nomor 20 Tahun 2006 mengatur tentang Standar Isi, bahwa pembelajaran matematika bertujuan supaya siswa memiliki kemampuan penalaran tinggi melalui latihan memecahkan masalah, membuat keputusan dan kesimpulan. Harapannya, pembelajaran seperti ini membuat siswa terlatih untuk berpikir kritis dalam menyelesaikan persoalan-persoalan tersebut. Pembelajaran matematika yang baik diharapkan siswa akan dapat memiliki kemampuan berpikir logis, analitis, sistematis, kritis, kreatif dan kemampuan untuk bekerjasama secara efektif sesuai dengan yang tercantum dalam Kurikulum 2013Kurikulum (permendigbud, 2013. Kurikulum 2013 merupakan program pemerintah di bidang pendidikan yang

Tujuan penelitian ini untuk mengetahui kemampuan pemahaman konsep matematika siswa kelas X MIPA 1 SMA Muhammadiyah 2 Yogyakarta dalam pembelajaran online. Jenis penelitian ini adalah deskriptif kualitiatif. Subjek penelitian ini siswa kelas X MIPA 1 SMA Muhammadiyah 2 Yogyakarta yang berjumlah 26 siswa. Siswa bagi menjadi 3 kategori yaitu tinggi, sedang, dan rendah. Hasil tes kemampuan pemahaman konsep matematika terhadap 26 siswa diketahui bahwa 2 siswa berada pada kategori tinggi (7,70%), 18 siswa berada pada kategori sedang (69,23%), dan 6 siswa berada pada kategori rendah (23,07%). Berdasarkan hasil analisis, kemampuan pemahaman konsep matematika siswa pada indikator menyatakan ulang konsep yang telah dipelajari berada pada kriteria Sedang (65,38%). Indikator mengklasifikasikan objek-objek berdasarkan konsep matematika dengan kriteria Sangat Baik (100%). Indikator menerapkan konsep secara algoritma dan menyajikan konsep dalam berbagai representasi berada pada kategori Baik (76,92% dan 76,92%). Indikator memberikan contoh atau kontra contoh dari konsep yang dipelajari dan indikator mengaitkan berbagai konsep matematika secara internal atau eksternal masuk pada kategori Sangat Kurang (34,61% dan 11,53%). Dari enam indikator kemampuan pemahaman konsep matematika siswa, indikator mengklasifikasikan objek-objek berdasarkan konsep matematika adalah indikator dengan kriteria tertinggi dan Indikator mengaitkan berbagai konsep matematika secara internal atau eksternal adalah indikator kemampuan yang paling rendah.

Mathematic communication skills is one of the critical indicator in learning and evaluation of mathematic lesson. But in reality, not all tests accepted by students can upgrade their mathematic communication skills. Meanwhile based on Regulation from National Education Minister Number 22 Year of 2006 it is mentioned that one of the goals of mathematic learning is for students have capability to communicate ideas with symbols, tables, charts, and any other media to clarify the conditions or problems. Based on that it is necessary to identify mathematic communication skills indicator on mathematic tests. Moreover on the mathematic USBN, where the results determine the students’s final score. The mathematic communication skills indicator which would be identified were: 1) connects the real things, picture and charts to the mathematic ideas, 2) explains ideas, situations and mathematic relations with speech or texts with real things, pictures, graphs and algebra, 3) listens, discusses and writes about mathematics, 4) states daily activity in mathematic languace, 5) reads with understanding about written mathematic presentation, 6) makes mathematic statement which is relevant with problem situation, and 7) makes conjectures, arguments, determines definition and generalisation. In here the mathematic communication skills that would be analyzed was students capability to solve contextual problems. On Mathematic .USBN for Elementary School in the year 2018/2019 there were 35 problems, where 30 problems were multiple choice and 5 were essay. There were few problems contains mathematic communication skills indicator which were number 31, 32, 33, 34, 35

This community service was carried out with the aim of developing Watu Gendong tourism in Beji Village. Watu Gendong is a tourist attraction that has the potential to be developed into a local and national tourist destination. The implementation of the Watu Gendong tourism development was carried out in Beji Village, Ngawen District, Gunungkidul Regency. This activity is carried out using the training method. The results of this dedication include increasing the Partner's ability to manage Watu Gendong tourism, the management structure of Watu Gendong tourism, and digital promotional facilities in the form of websites and sosial media. With good tourism management and digital promotion facilities that have begun to be built, it is hoped that Watu Gendong tourism will develop into a globally recognized tourist destination.

The aim of this research was to analyze the Pedagogical Content Knowledge (PCK) of mathematics education students at Universitas PGRI Yogyakarta. PCK is a representation of the teacher’s Pedagogic and Professional abilities. The subjects of this study were students of the Mathematics Education undergraduate program Universitas PGRI Yogyakarta semester VI. Research data were obtained through a questionnaire instrument in the form of a Content Representation (CoRe) questionnaire accompanied by documentation. The analysis was carried out by means of a qualitative descriptive method by observing each answer and classifying each answer to determine the PCK level of Mathematics Education students at PGRI Yogyakarta University. The results showed that, in general, mathematics education students at the PGRI Yogyakarta university were still at the Pre PCK level, seen from the analysis of the objectives, concepts and pedagogical aspects. This is an indicator that it is necessary to develop modules that can facilitate students in developing PCK capabilities.