The existence of technology in teaching and learning processes has changed the way how teachers transfer their knowledge to their students. Moreover, pandemic covid-19 has forced the use of technology in learning. The existence of flipped classrooms has given positive effects towards both learning effectiveness in understanding the basic concept, attractive learning, student achievement also collaborative learning among students. Flipped classrooms, however, have some challenges in an actual class application. Therefore, this article is intended to explore the various challenges of teaching and learning mathematics in flipped classroom model in the pandemic era. The teachers who commonly use traditional teaching as their method preference find some problems regarding how to manage and design the flipped classroom model in their teaching practice. To learn more about the idea of flipped classroom design, teachers should enhance their knowledge through training or collaborative study with professionals or experts in flipped classrooms. This is vital because it helps the teacher set up their classroom properly. Furthermore, we managed to implement the flipped classroom, then provided the data in the form of descriptive analysis.

Mathematical literacy is mathematical thinking to examine and analyze a phenomenon, and solve problems for many scientific disciplines. The development of mathematical literacy based on HOTS allows students to ask questions, identify problems, and engage problem solving discussions. Soft skills of self-efficacy belief in self-ability also contributes to the students’ problem solving. The purposes of this study were to describe the quality of Discovery Learning-HOTS on mathematical literacy, to describe students' mathematical literacy based on self-efficacy, and to analyze the effect of self-efficacy on mathematical literacy. The research subjects were students of grade X of SMA 1 Slawi Senior High School. The result of this research showed that Discovery Learning-HOTS had positive effect towards students' mathematical literacy. Students with high self-efficacy mastered four aspects of the process in mathematical literacy very well, and mastered the other three aspects well with few mistakes. Students with medium self-efficacy mastered one aspect very well, and the other six aspects well with some mistakes. Furthermore, students with low self-efficacy, mastered five aspects not as well as the medium, and had not been able to master the other two aspects. Self-efficacy had positive effect of 34.6% towards mathematical literacy in Discovery Learning-HOTS