The purpose of this study was to identify improvements in Self Efficacy and self-regulated through GeoGebra Based Teaching seen from the level of students' initial mathematical abilities. The research method used was a mixed-method with a sequential explanatory strategy, while the research design was an untreated control group design with pretest and posttest. the experimental group obtained direct learning using GeoGebra software while the control group obtained conventional learning. The population in this study were university students of mathematics education department at the Islamic University of Riau who took the field and space analytic geometry course. The research sample consisted of two classes taken by a cluster random sampling technique. The research instruments used were self-efficacy questionnaire and self-regulated questionnaire for getting quantitative data and interview guidelines for getting qualitative data. Data analysis was carried out quantitatively and qualitatively and data processing used Microsoft excel and SPSS from the quantitative and qualitative data analysis, it was concluded that GeoGebra based teaching was effective in improving students' self-efficacy and self-regulated. Judging from the level of students' initial mathematical abilities, there was an increase in self-efficacy and self-regulated through GeoGebra based teaching from both high, medium and low levels.

This study aims to find out the effect of Geogebra Assisted Direct Instruction on students' self-efficacy and self-regulation. This is a mixed method research with a sequential explanatory strategy, while the research design is a pretest and posttest unequivalent group design. The experimental group applied Geogebra Assisted Direct Instruction while the control group used conventional learning. The population in this study is the third semester students who have studied Field and Space Analytic Geometry. The research sample was selected using cluster random sampling technique. The research instruments were self-efficacy and self-regulation questionnaires for quantitative data and interview sheets for qualitative data. Data analysis was performed quantitatively using inferential statistical analysis and qualitatively analyzing the results of interview with students. The results showed that there was a significant effect of geogebra-assisted direct instruction on the achievement of students' self-efficacy and self-regulation. From the interviews it was found that the application of Geogebra-assisted Direct Instruction can facilitate the achievement of students' self-efficacy and self-regulation.

Ethnomathematics is mathematics that appears in a particular culture and is considered a learning approach that aims to enable students to solve mathematical problems related to their daily activities which include grouping, counting, measuring, designing buildings or tools, playing, and determining location. This study aims to produce ethnomathematics-based mathematics learning tools on quadrilaterals and triangles that have been tested for feasibility. Learning tools are in the form of learning implementation plans (LIP) and student worksheets (SAS). This study uses the R&D method with the following steps: potential and problems, data collection, product design, design validity, design revision, and final product. In the R&D method, researchers did not use the pilot stage because school learning was carried out online. The data collection technique used is validation data and validator response data from two Mathematics Education Lecturers and one Mathematics Teacher. The data analysis technique used is validation data analysis and validator response data analysis to mathematics learning tools. From the research results obtained LIP validation results 89.72% with very valid criteria and 92.25% SAS validation results with very valid criteria. While the results of the validator's response to LIP were 80% with good criteria and the results of the validator's response to SAS were 79.86% with good criteria. Based on these results, it can be concluded that the development of ethnomathematics-based mathematics learning tools on quadrilateral and triangle material is feasible to be used and tested in junior high schools.

This study aims to determine the factors influencing the students' mathematics performance in higher education in Riau Province. The research population was all students in higher education in Riau Province majoring in mathematics. The samples of this research were some students in higher education majoring in mathematics education which were taken randomly with a proportional random sampling approach. The instrument in this research was a questionnaire developed and validated by experts and distributed to mathematics education students. The data analysis used in this research was path analysis. The results showed that there was an effect of learning motivation on mathematics performance, there was no effect of learning interest on mathematics performance, with a T Value of 1.28, (12) there was no effect of self-efficacy on mathematics performance, with T Values of 1.38, there was an effect of self-regulated on mathematics performance, with T Values of 2.23, and (15) there was no effect of learning involvement on mathematics performance, with T Value of 1.39 The dominant and significant factor in influencing the students' mathematics performance in higher education in Riau province during the COVID-19 Pandemic was learning motivation and self-regulation.

Pelaksanaan pengabdian ini dilatarbelakangi banyaknya pertanyaan guru-guru baik di Negeri maupun di Swasta yaitu yang menginginkan pendalaman pengetahuan terkait desain media pembelajaran Matematika selama masa pandemi Covid-19 yang menghasilkan Peserta didik saat ini dituntut untuk bisa berkontribusi secara luas tentang lingkungan global dan mengerti akan pengembangan sistem pendidikan berkepanjangan atau konstan dimasa sekarang dan masa akan datang. Pendidikan pembangunan konstan mengharuskan masing – masing siswa menguasai pengetahuan, keterampilan, etika dan tingkat pembentukan konstan dimasa akan datang.   Berdasarkan inilah pengabdian perlu dilakukan dengan tujuan memotivasi guru-guru  dalam  menciptakan  media  pembelajaran  matematika  agar selalu siap menghasilkan peserta didik yang selalu siap mengisi pembangunan yang berkelanjutan sekarang dan masa depan serta mampu menjawab pertanyaan tentang “Bagaimana matematika dapat berkontribusi dalam mewujudkan kehidupan yang berkelanjutan”. Hasil pengabdian ini adalah termotivasinya guru-guru dalam mendesain media pembelajaran matematika dengan tujuan mengarahkan peserta didik dengan kawasan yang benar adalah jalan keluar agar dapat menghidupkan karakter di aspek ekonomi, sosial dan budaya serta lingkungan.