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The goal of this study is to outline the outcomes of analysis on the creation of useful math learning resources during the COVID-19 pandemic. The issue is that goods from the creation of math learning resources are required to counteract an acceleration in learning following the COVID-19 epidemic. Many of the results of development research, however, are only kept as study materials and are only preserved in Study Program documents or on Google Drive. The study was conducted utilizing the survey methodology, questionnaire data collection strategies, and development research outcomes papers completed by students of the Mathematics Education Study Program FKIP UPGRI Palembang during the COVID-19 epidemic. strategies for analyzing quantitatively described data. The outcomes of the development research take the form of products for math learning devices, with PBL/PBM, RME, CTL, and mathematics software being the most widely utilized learning models and methods. E-modules, LKPD/LKS, learning media in the form of video, and PPT are the most common product kinds. Algebra, Geometry, Calculus, trigonometry, statistics, and Arithmetic are among the mathematics topics covered throughout the development. The development's validity yields a product quality of 87.19%, while its practicality comes in at 85.48% and its potential impact is at 83.48%. According to the development research's findings, it should be given some thought if mathematics instruction is to be changed following the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Students' pattern of learning that does not involve active thinking will make it difficult for them to master the elements of higher order thinking skills (HOTS) in mathematics. Therefore, more effective learning methods need to be implemented to help students deal with this problem. This paper presents the results of a study after a cooperative method through paired learning was conducted on a selection of Year 6 students for the subject of Mathematics. The purpose of the study was to see the effectiveness of paired learning methods in the teaching and learning process of mathematics that apply the elements of HOTS. A total of twenty-eight Year 6 students from a school in Penang were selected as the sample for this study. Students' performance was tested before and after treatment to see if there was a difference between their performances. After that, a questionnaire was given to see the level of students' motivation and identify the factors contributing to their difficulties in mastering HOTS. From the results of this study, all students (100%) have shown an improved performance in the post-test. The mean scores from the questionnaire responses also indicated that students had a positive perception of the paired learning method. [ABSTRACT FROM AUTHOR]

Prior to the COVID-19 pandemic, majority of universities in Malaysia commonly implement the teaching and learning practices on physical face to face basis. However, the pandemic had drastically changed the norm of the teaching and learning practices into online teaching and learning as one of the measures to curb the spread of the virus among the community. The drastic move had greatly affected the academic communities particularly the students. Some of the possible factors influencing online learning difficulties faced by the students include poor internet accessibility, lack of self-motivation, lack of active interaction with lecturers and peers, lack of conducive learning environment and poor time management. In this paper, the technique of Fuzzy DEMATEL is employed in analyzing the level of influence and relationships of the aforementioned factors in contributing to learning difficulties particularly among fifty mathematic students at a public university in Shah Alam, Selangor, Malaysia. The cause-and-effect analysis that take into consideration the interactions or interrelationships between factors discovered that poor internet accessibility was classified in the cause group whereas the remaining factors which are lack of self-motivation, lack of active interaction with lecturers and peers, lack of conducive learning environment and poor time management were in the effect group. The results indicate that poor internet accessibility has the highest degree of relation in terms of influencing other factors. Based on the prominence value, the lack of self-motivation turns out to be the leading factor contributing to online learning difficulties. [ABSTRACT FROM AUTHOR]