Online learning policies serving as the answer to the world of education during the COVID-19 pandemic period raise some problems to students. They find it difficult to understand learning materials because the teacher's explanation is very limited, so many tasks and teachers cannot supervise the students. As a result, students are quickly getting bored with learning activities at home, they cannot directly meet their classmates; and this condition is getting worse due to the fact that their homes are less supportive to their learning activities. This research is aimed at studying the State Madrasah Tsanawiyah Students’ experiences during the Covid-19 pandemic era from March to July 2020. A descriptive qualitative analysis method was employed. The primary data were obtained from the results of observations and open questionnnaires sent to 42 the madrasah tsanawiyah students from Sidoarjo, Malang, Yogyakarta, Jakarta, Aceh, and Padang Panjang. The secondary data were taken from online news about the distance learning. It was found that the distance learning for madrasah tsanawiyah students was troublesome experiences due to inadequate facility and infrastructures in the internet quota, smart phones, laptops, and also unsupporting home environment and improper the teaching techniques. However, some students were happy with this distance learning because it may give them new experiences, learning with a laptop or a mobile phone is exciting, it may improve the literacy in technology, it is flexible in terms of time, and it is not necessary for them to go to schools. It is recommended that the government improve the quality of the internet services, give more internet assistance quota, and hold training for the teachers on online learning.

Penelitian ini bertujuan mendeskripsikan dan menganalisis keterampilan berpikir tingkat tinggi (HOTS) siswa madrasah tsanawiyah dalam pembelajaran matematika setelah diberlakukannya kurikulum K-13. Studi ini difokuskan pada TIMSS Assessment framework yang terdiri atas empat materi matematika yaitu bilangan, aljabar, geometri, data dan peluang. Dimensi kognitif yang diukur meliputi kemampuan penerapan dan penalaran. Data penelitian ini berasal dari studi literatur tentang penerapan kurikulum K-13 dan survey yang melibatkan sebanyak 1.317 siswa madrasah tsanawiyah dari tujuh kota di pulau Jawa. Sampel tersebut berasal dari 439 Madrasah Tsanawiyah

[English]: This study aims to analyze the relationship between thinking habits and mathematical reasoning mediated by students' initial abilities. Respondents consisted of 385 years eight students. Data was collected using a questionnaire via Google Forms and online tests. From all samples, 124 students fully completed all instruments. A questionnaire with 32 statements of the Likert scale model was used to collect data on students’ thinking habits (X1). Mathematical reasoning (Y) was examined through a test using five items of essay problems on relations and functions topic. The student's initial ability data (X2) was collected through an objective test using ten multiple-choice questions on set and Cartesian coordinates. The data was analyzed through descriptive statistics and path analysis. The results show a direct influence between students' habits of mind, initial ability, and mathematical reasoning. There is an indirect effect of habits of mind on students' reasoning abilities through initial ability as a moderator variable. The findings of this study indicate that the better the students' habits of mind, the better their mathematical reasoning and initial ability. [Bahasa]: Penelitian survei ini bertujuan untuk menganalisis hubungan kebiasaan berpikir dengan penalaran matematis yang dimediasi oleh kemampuan awal siswa. Responden terdiri dari 385 siswa kelas VIII. Data dikumpulkan menggunakan kuesioner melalui Google Form dan tes secara daring.  Dari semua sampel yang menerima instrumen, ada 124 orang siswa menyelesaikan semua instrumendengan lengkap. Instrumen pengumpulan data untuk variabel kebiasaan berpikir (X1) menggunakan angket dengan 32 pernyataan model skala Likert. Data penalaran matematis (Y) diperoleh melalui tes berupa 5 butir soal uraian pada materi relasi dan fungsi. Data kemampuan awal siswa (X2) diperoleh melalui tes objektif  berupa 10 butir  soal pilihan ganda pada materi himpunan dan koordinat kartesius. Data dianalisis menggunakan statistik deskriptif dan analisis jalur. Hasil penelitian menunjukkan terdapat pengaruh langsung antara kebiasaan berpikir siswa, kemampuan awal, dan penalaran matematis. Terdapat pengaruh tidak langsung kebiasaan berpikir terhadap kemampuan penalaran siswa melalui kemampuan awal sebagai variabel penengah. Temuan penelitian ini mencerminkan bahwa semakin baik kebiasaan berfikir siswa maka semakin baik pula kemampuan penalaran matematis dan kemampuan awal siswa.

Abstract. The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced.The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

This study to improve the ability to solve word math  through discovery learning model in the elementary school students. This research method using Classroom Action Research method. The result showed that students’ ability to solve word problems through a model of discovery learning has increased. Increase students ability to solve word problems can be seen in the first cycle obtained 68,6 and an average increase incycle II to 83,5. Incerased ability to sove word problem are also characterized by increased activity of the students, the average of the first cycle of 70,8% of the student activity increased by 15,7% in the second cycle becomes 86,5%. The positive response of student towards learning discovery learning model in the first 71,2%, also an increase of 13,5% from 84,7% in the first cycle to second cycle.