Pentingnya pembelajaran materi kerucut ini dikarenakan banyak benda-benda yang terdapat dalam kehidupan sehari-hari yang berbentuk kerucut. Dalam proses pembelajarannya dibutuhkan LKS sebagai media yang membantu pembelajaran. Sehingga dibutuhkan pemahaman siswa mengenai materi kerucut tersebut. Artikel ini ditulis dengan tujuan untuk menunjukkan proses pengembangan Lembar Kerja Siswa (LKS) matematika dan memahami kualitas LKS yang dihasilkan pada materi bangun ruang kerucut di SMP.Metode pengembangan LKS yaitu pengembangan dengan model tessmer yaitu, perliminary, prototype (self review, expert review, one to one, small group, dan field test). LKS ini juga menggunakan tiga aspek utama filsafat sebagai komponen utama dalam pembagian setiap aktivitas yaitu ontologi, epistimologi, dan aksiologi. Adapun jenis data yang diambil data kualitatif dan kuantitatif. Hasil dari penelitian ini adalah LKS yang valid dan praktis.

The Covid-19 pandemic has accelerated the shift from traditional to online learning in many countries, including Indonesia. This global disaster required higher education institutions to change the learning deliverable from in-person classes to online learning, which is highly different from normal learning processes that cause challenges. Success in online learning depends on the cooperation of some elements. This study examined the role of teaching material, infrastructure, instructors, and higher education institutions in students’ satisfaction with online learning. This study distributed a Google Form survey to active college students enrolled for the 2020-2021 academic year. This study is a quantitative research that used associative type analysis and factor analysis to analyze data from an explanatory perspective. At the end of this study, the researchers developed a model showing how four variables—infrastructure, instructor, teaching materials, and higher education institution—affect the success of Indonesian online lectures in higher education students during the Covid-19 pandemic. The study results showed that the instructor has an impact on the teaching material, the institution has an impact on the infrastructure, and instructors have an impact on the infrastructure. However, teaching materials have no impact on the infrastructure.