The purpose of this study was to investigate the relationship between the variables of interest and creativity, conceptual understanding and motivation on mathematics learning outcomes for students of class X SMA Medan City. This research is an ex-post facto research which is corrective. The study population was 180 students from two public and two private high schools taken in clusters from several secondary schools in the city of Medan. The sampling technique uses the Slovin formula. The results of the analysis showed that interest in learning mathematics obtained an average score of 76.84 from a maximum value of 100 with a standard deviation of 7.8 and a variance of 61.67. Furthermore, hypothesis testing using multiple linear regression analysis. In conclusion, interest in learning mathematics has an influence on students' mathematics learning outcomes, creativity in learning mathematics has no effect on students' mathematics learning outcomes, mathematics learning motivation has an influence on students' mathematics learning outcomes and understanding of mathematics learning concepts has an influence on mathematics learning outcomes for class X students Medan City High School. Keywords: Geometry, Learning Outcomes, Student Creativity, Interests, Motivation, Concept Understanding.

ABSTRACT The purpose of the research conducted by the author is to dig deeper into the ethnomathematics of traditional Batak cakes on the concept of geometry. This research is a qualitative research with an ethnographic approach. The results of this study indicate that there is an ethnomathematical element in traditional Batak cakes, namely the concept of geometry and can be used as a learning medium. In conclusion, the five traditional cakes have a geometric concept, namely the concept of building space which is found including rectangular pyramids on rice lapet; balls on gadong cake; rectangular prism on the Labar; arbitrary prism at nitak; and cones on lapet pulut and ombus-ombus.   Keywords:     Ethnomathematics, Learning Media, Geometry, Traditional Cakes, Batak.

This research is an ex-post facto research which is correlative in nature. The problems investigated in this study are the relationship between interest and creativity variables, conceptual understanding, motivation to mathematics learning outcomes. Data collected were processed using statistical analysis "SPSS and Minitab". The analysis showed that the interest in learning mathematics obtained an average score of 76.84 from a maximum value of 100 with a standard deviation of 7.8 and a variance of 61.67. Furthermore, testing the hypothesis using multiple linear regression analysis, it is concluded that (1) interest in learning mathematics has an influence on the learning outcomes of class students (2) creativity in learning mathematics does not have an effect on the learning outcomes of class students (3) motivation to learn mathematics has an effect on the results. Students 'learning mathematics (4) Understanding the concept of learning mathematics has an influence on students' mathematics learning outcomes.

This study aims to analyze the ability of self-efficacy using the jigsaw cooperative model, including (1) student self-efficacy after jigsaw cooperative learning and (2) the level of active student activity during the learning process. This research is a qualitative descriptive study. The subjects in this study were 34 students of X-IPA2 N 1 PAGARAN and the object of this research was the students' self-efficacy abilities and active student activities. The instrument used consisted of a self-efficacy questionnaire, student activity observation sheets, and interview guidelines. Data analysis used the Mile and Huberman model. The results showed that the self-efficacy of 34 students obtained high self-efficacy of 26.47%, moderate self-efficacy of 61.76% and low self-efficacy of 11.76%. Overall self-efficacy of students is 73.31 in the medium category. Conclusions, based on the data obtained, students' thinking processes on abilities; 1) The self-efficacy of SMA N 1 PAGARAN students after jigsaw type cooperative learning is good; 2) The overall percentage of active student activities used during teaching and learning activities is within the specified ideal time tolerance interval.   Keywords: active student activity, ability, jigsaw cooperative type, self-efficacy