The purpose of this study was to analyze and describe students' mathematical connection abilities reviewed through the application of SAVI learning approach based on environment and expository learning. This research is a quasi-experimental research, in this study consists of three stages, namely the preparation stage, the implementation phase and the data analysis phase. This study took two parallel classes which were randomly homogeneous by applying different learning methods, namely the experimental and control classes. Based on the results of data processing obtained Fcount for learning is 119,653 with a significance of 0,000 < 0,05. Then H0 is rejected or Ha is accepted. This means that there are differences in the increase in mathematical connection skills between experimental class students and control class students. Besides that, it can also be concluded that the increase in students' mathematical connection skills through the application of the SAVI learning approach based on environment is higher than the students whose learning uses expository learning.Abstrak. Tujuan penelitian ini adalah untuk menganalisis dan mendeskripsikan kemampuan koneksi matematis siswa ditinjau melalui aplikasi pendekatan pembelajaran SAVI berbasis lingkungan dan pembelajaran ekspositori. Penelitian ini merupakan penelitian quasi eksperimen, dalam penelitian ini terdiri dari tiga tahapan yaitu tahap persiapan, tahap pelaksanaan dan tahap analisis data. Penelitian ini mengambil dua kelas paralel secara acak yang homogen dengan menerapkan pembelajaran yang berbeda yaitu kelas eksperimen dan kontrol. Berdasarkan hasil pengolahan data diperoleh Fhitung untuk pembelajaran sebesar 119,653 dengan signifikansi 0,000 < 0,05. Maka H0 ditolak atau Ha diterima. Artinya terdapat perbedaan peningkatan kemampuan koneksi matematis antara siswa kelas eksperimen dan siswa kelas kontrol. Disamping itu juga dapat disimpulkan bahwa peningkatan kemampuan koneksi matematis siswa melalui aplikasi pendekatan pembelajaran SAVI berbasis lingkungan lebih tinggi dari siswa yang pembelajarannya menggunakan pembelajaran ekspositori.Kata Kunci: Koneksi Matematis, SAVI, Berbasis Lingkungan, Ekspositori. PENDAHULUANDalam memasuki era globalisasi dan untuk dapat bersaing secara prima dalam menghadapi MEA maka masyarakat kita sebagai sumber daya manusia harus cakap, handal dan mampu berkompetensi secara global. Sehingga diperlukan sumber daya manusia yang kreatif, inovatif, berpikir sistematis, logis, konsisten, dan dapat bekerjasama serta tidak mudah putus asa. Oleh sebab itu pendidikan memiliki peranan yang sangat penting dalam meningkatkan kualitas sumber daya manusia yang berkualitas. Maka sudah barang tentu pendidikan harus mampu membentuk subyek belajar yang memiliki kemampuan memperoleh, memilih, dan mengelola informasi untuk bertahan pada keadaan yang selalu berubah, tidak pasif, dan kompetitif. Kemampuan ini membutuhkan pemikiran kritis, sistematis, logis, kreatif, dan kemauan bekerja sama yang efektif.National Council of Teachers of Mathematics (NCTM)...

The purpose of this study was to (1) assess the impact of using Dynamic Geometry Software (DGS) on students’ mathematical abilities, (2) determine the differences in effectiveness based on study characteristics in order to help educators decide under what conditions the use of DGS would be suitable in improving students' mathematical abilities. This meta-analysis study investigates 57 effect sizes from 50 articles that have been published in journals, international and domestic proceedings from 2010 to 2020 using the Comprehensive Meta-Analysis (CMA) tool as a calculation tool. Meanwhile, the Hedges coefficient is applied to the calculation of the effect size at the 95% confidence level. Based on a random effect model with a standard error of 0.09, the analysis results have found an overall effect size of 1.07. This means that learning using DGS has a high positive effect on students' mathematical abilities. The effect size of 1.07 explains the average student who uses DGS exceeds 84% math ability of those in conventional classes that are initially equivalent. Analysis of the study characteristics found significant differences in terms of sample size, student to computer ratio, and education level. This research showed the DGS used was more effective under certain conditions. First, it is very effective in sample conditions less than or equal to 30. Second, it provides classrooms with a sufficient number of computers, allowing students to use them individually, which is required to achieve higher effectiveness levels. Third, DGS is effective in high schools and colleges than in junior high schools. These facts can help educators in deciding on the appropriate sample sizes, student to computer ratios, and future levels of education in using DGS.

In learning mathematics mathematical connections ability is one of the mathematical ability that must be possessed by students. The strong connection between concepts in mathematics implies that mathematical connections ability also contains other mathematical aspects or vice versa. Viewing mathematics as a whole is very important in learning and thinking about connections between topics in mathematics. This study uses qualitative research methods with phenomenology research design types. The participants in this study were 8 middle school mathematics teachers who taught at different schools. This study uses a short interview form which consists of five open questions to determine the teacher’s understanding of mathematical connection ability. It was found that middle school math teachers had sufficient comprehensive and adequate knowledge of their views on mathematical connection ability, moreover there were also respondents who could not provide examples of mathematical problems that contained the characteristics of mathematical connection ability even though they were able to define what mathematical connection is. Likewise, the development of teachers in mathematical connection ability in learning is still limited to the scope of the relationship of mathematics with mathematics itself and mathematics with everyday life.

The Covid-19 pandemic has affected most countries in the world, including universities in Medan, Indonesia. The spread of Covid-19 through social interaction requires the omission of face-to-face learning activities. Based on UNESCO data, 850 million students around the world, including Indonesia, study at home. For the mathematics education students in a private university in Medan, Indonesia, studying at home is a new phenomenon. Students and lecturers must change the learning method without preparation due to the sudden pressure. This article examined this phenomenon. The method used was descriptive qualitative to describe the process of implementing distance learning, the media, and evaluation used in e-learning during the Covid-19 pandemic for mathematics education students. Data collection was conducted by a questionnaire administered to 200 lecturers, interviews, and direct observation. The results show that Group Chat via WhatsApp was the most widely used online communication media, especially the Baby Boomers and Generation X, but millennials used online multimedia more frequently. The implementation has several shortcomings: the lack of interaction between instructors and students, students being asked to learn independently and do independent projects, teachers using more than one media not following the teaching-load hours or spending less time, and many experiencing technical obstacles.

Analysis of learning difficulties in mathematics in class X matrix material which is rarely done by teachers because of their busyness in fulfilling their teacher administration, is the reason for this research. The research method used is descriptive research with the aim of explaining the conditions of student learning difficulties that occur in understanding the matrix material. The instruments used were learning observations with a Likert scale, a matrix test with 20 multiple choice items and interviews with 10 questions. Before using these three instruments, expert validation was carried out, and trials for matrix test instruments were carried out to determine the level of reliability and validity of the instrument. The population of this study was 95 students and only 10 students were used as research samples, the sample selection was using the purposive sample method. The results obtained were 63.64% of students had difficulty mastering the matrix concept, due to insufficient prerequisite material. Keywords: difficulty in learning mathematics; matrix  AbstrakAnalisis kesulitan belajar matematika pada materi matriks kelas X yang jarang dilakukan oleh guru karena kesibukan mereka dalam memenuhi administrasi keguruannya mereka, menjadi alasan penelitian dilakukan. Metode penelitian yang digunakan adalah penelitian deskriptif dengan tujuan menjelaskan kondisi kesulitan belajar siswa yang terjadi dalam memahami materi matriks. Instrumen yang digunakan adalah observasi pembelajaran dengan skala likert, tes matriks dengan 20 item soal multiple choice dan wawancara dengan 10 pertanyaan. Sebelum digunakan ketiga instrumen ini dilakukan validasi ahli, dan uji coba untuk intrumen tes matriks untuk mengetahui tingkat reabilitas dan validitas instrumen. Populasi penelitian ini sebanyak 95 siswa dan hanya 10 siswa dijadikan sampel penelitian, pemilihan sampel dengan metode sample purposive. Hasil yang diperoleh sebanyak 63,64% siswa kesulitan untuk menguasai konsep matriks, dikarenakan materi prasyarat yang belum memadai.  Kata kunci: kesulitan belajar matematika; matriks