This study aims to describe the symbols and geometry that exist in the traditional house of the Lio tribe of Wolokoli Village, Wolowaru District, Ende Regency in ethnomathematics perspective in terms of mathematical concepts. This type of research is qualitative research with an ethnographic approach. The subjects of this study consisted of several informants (chiefs, village heads, teachers and students). Using observation and interview techniques, and using qualitative descriptive analysis. The results showed the existence of symbol shapes and geometry in the building of traditional houses of the Lio tribe of Wolokoli Village, Wolowaru District, Ende Regency. Other symbolic forms include leke (foundation pillars made of stone and wood), there are twenty oval-shaped stone pillars and one rectangular wooden pole, Tenga (lante beam) in the form of a tube. Dalo is rectangular in shape. Rectangular lure. Wisu (four main pillars) shaped beam. Kebi (wall) is rectangular in shape. Mangu (nok pole) shaped beam. Block shaped jara. Pene / Pere is rectangular in shape. Eba beams. Lara is a block. Hubu (roof) is made of trapezoid-shaped reeds. Form symbols and geometrical structures that exist in the traditional Lio Tribe of Wolokoli Village, namely lines, angles, squares, rectangles, triangles, trapezoid, parallelogram, triangles, hexagons, beams, tubes, and triangular prisms. The shape in these parts of the house can change the paradigm of children and society that mathematics has a relationship with daily activities and relationships with culture and can be learned in a fun way in solving problems of learning geometry material.

The purpose of this study is to describe the profile of students' critical thinking in solving realistic mathematical problems of geometry material in terms of learning styles. This research is a descriptive study with a qualitative approach. Critical thinking in this study refers to critical thinking with FRISCO criteria. In this study, subjects were taken from students of class VII SMP N 2 Ende Selatan. Each student's research subjects have visual, auditory, and kinesthetic learning styles. Data collection is done by providing a Problem Solving Test (TPM) and an interview. The results obtained, subjects who have a visual learning style, critical thinking processes in solving realistic mathematical problems, able to understand problems, the subject has not been able to determine ways to solve problems, the subject has not been able to carry out the settlement and the subject does not re-examine. Subjects who have auditory learning styles, critical thinking profiles in solving realistic mathematical problems are able to understand problems, but the subject does not re-examine. Subjects who have kinesthetic learning styles of critical thinking processes in solving realistic mathematical problems are able to understand problems, are able to plan problems, subjects can carry out well and check the results.

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The impact of the COVID-19 pandemic is not only on the safety aspect of people's lives but also on the education aspect. One of the problems faced is that students have problems understanding each material given by the teacher because what has experienced so far is that students only get assignments online (What's App, E-Learning), then students do the assignments and send them back. At that moment, there is no direct explanation from the teacher, and each student's answer only relies on the internet (google), even though students need an understanding of the concepts in the material provided, especially mathematics for fractions. One of the activities that help students develop themselves in improving their learning abilities is the tutor. Solution offered to students who live in RT 003, Paupire Village, in this service activity is to provide Student learning assistance and guidance by using fractional block teaching aids during the Covid 19 Pandemic to increase understanding of concepts and learning outcomes. Tutoring can increase students' motivation and academic value, increase understanding of fraction concepts and learning outcomes.

Matematika adalah pelajaran eksak yang diajarkan di sekolah dan geometri merupakan materi yang cukup memprihatinkan. Adapun tingkat berpikir vanHiele yaitu: tingkat berpikir Visualisasi, Analysis, Abstraksi, Deduksi dan Rigor. Tujuan penelitian ini adalah (1) untuk mengetahui tingkat berpikir siswa laki-laki yang berkemampaun tinggi, sedang dan rendah yang berada pada level visualisasi, (2) untuk mengetahui tingkat berpikir siswa perempuan yang berkemampuan tinggi, sedang dan rendah yang berada pada level Analysis. Jenis penelitian ini adalah penelitian eksploratif dengan menggunakan pendekatan kualitatif.  Subjek dalam penelitian ini siswa kelas VII SMP, peneitian dilaksanakan pada bulan Januari 2021. Instrumen dalam peneitian ini yaitu instrumen utama peneliti sendiri dan instrumen pendukung Tes Pemecahan Masalah. Hasil penelitian ini, diperoleh tiga subjek laki-laki yang memiliki kemampuan matematika tinggi, sedang dan rendah dan satu subjek perempuan yang memiliki matematika tinggi berada pada tingkat berpikir analysis sedangkan dua subjek perempuan yang memiliki kemampuan matematika sedang dan rendah berada pada tingkat berpikir visualisasi. Subjek memiliki kelemahan dalam hal menggunakan sifat-sifat yang tidak tepat untuk membedakan, mengidentifikasi, dan memilih bangun-bangun geometri.