Disaster mitigation efforts in learning mathematics need to be done to foster a disaster awareness attitude in students through higher-order thinking skills (HOTS) questions in mathematics with a disaster context. One effort that can be done is to design mathematics problems in a disaster context. This study aimed to obtain valid HOTS mathematics questions in the disaster context for junior high school students. This research is development research that is limited to the self-evaluation and expert review stages only. This study obtained 16 HOTS questions in mathematics with disaster context for junior high school students, which were valid both in terms of content and construct. The disaster context used includes drought, tsunami, earthquakes, volcanic eruptions, climate change, landslides, forest fires, and floods. The implication of this research is that valid questions can be used by teachers in the teaching and learning process in the classroom.

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Individuals with low immune systems have a higher impact on the Covid-19 outbreak. Herbal treatment is one of the solutions to reduce the risk of being infected by the virus. However, the public has not yet fully known about herbal medicines in Indonesia. One of the efforts to increase students' knowledge about herbal medicine is by developing numeracy questions in the context of herbal medicine. This study aims to produce valid and reliable numeracy questions in the context of herbal medicine for junior high school students and to find student responses to numeracy questions in the context of herbal medicine. The research method used is a design research type of development study with a Tessmer development model. The results of the study were 16 numeric questions with the context of herbal medicines that were valid in terms of content, construct, and language based on the validator's assessment, while nine of the 16 questions met empirical validity. The numeration question set in the context of herbal medicine has a high-reliability value. Based on the students' responses, the set of questions developed positively impacted students. The teacher can use these questions as an instrument to train students' numeracy ability.

Disaster mitigation efforts in learning mathematics need to be carried out to foster disaster awareness in students through higher-order thinking (HOT) mathematical problems in a disaster context. One effort that can be done is to design HOT math problems with disaster context. However, the problems developed have not gone through the readability test stage by students. This study aims to analyze the readability of HOT mathematical problems in a disaster context for junior high school students. This research is development research limited to the stages of one-to-one and small group only. This study resulted in 16 HOT math problems in a disaster context for junior high school students who had passed the readability test. This research is expected to provide a scientific contribution as a basis and reference for further research and the problems that have been tested for readability can be used by teachers in the teaching and learning process in the classroom.