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This research aims at describing the mathematical reasoning ability of junior high school students who have moderate mathematical ability in solving AKM-oriented questions on geometry and measurement content. AKM is a part of the National Assessment as a substitute for the National Examination (UN). Many types of research related to mathematical reasoning have been done by sharing content. However, there is still no research on AKM-oriented questions because AKM is a new policy issued by the Indonesian minister of education and has only been tested in mid-2021. The subject of this research is students of class VIII D of SMPN 1 Jogorogo. Test and interview techniques were used to collect the data. The test was given to students by giving three AKM-oriented questions consisting of personal, social and cultural, and scientific contexts. Semi-structured interviews were conducted with students by asking them several questions. The triangulation technique was used to validate the data. The data analysis technique was carried out through several stages, namely data collection, data reduction, data presentation, and drawing conclusions. The result of this research shows that students with moderate mathematical abilities have not been able to achieve all the indicators well. Students are able to achieve three of the four indicators well. The indicators mastered by students who have the moderate mathematical ability are predicting answers and solutions, considering the validity of arguments using deductive or inductive thinking, using supporting data to explain why the method used is correct, and providing explanations using models, facts, properties, and connections. Indicators that are not mastered by students with a moderate level of mathematical reasoning ability are analyzing statements and providing explanations that can support or contradict. [ABSTRACT FROM AUTHOR]

Mathematics and culture are two things that cannot be separated. Mathematics and culture have always been inherent in everyday life. The relationship between mathematics and culture is known as ethnomathematics. There are many ethnomathematics in Indonesia still dug. At Ratu Boko Temple there are several mathematical elements that can be found. Ethnomathematics also could be used for new innovation in math learning. The purpose of this study is two, analyzing the ethnomamatic concept that exists in Ratu Boko Temple in terms of aspects of the study (1) flat geometry and (2) geometry of space. Type of ethnographic qualitative research. Data collection through interviews, observations, and documentation. Validity of data with the triangulation of sources and techniques. Data analysis techniques induction of data. The results of the study are two. (1) At Ratu Boko Temple found elements of flat geometry, including square, rectangle, triangle, circle, trapezoid, and octagon. (2) At Ratu Boko Temple found elements of space geometry, including rectangular prism, cylinder, cones, frustum a cones, and rectangular pyramid. The concept of plane geometry and space geometry contained in the temple can be utilized by teachers in conveying material to students. Mean in everyday life at Ratu Boko Temple found ethnomathematics as math learning in school. [ABSTRACT FROM AUTHOR]