<![CDATA[This study aims to investigate the role of Scratch multimedia in enhancing junior high school students' mathematical connection skills related to the topic of exponents. This study employed a mixed-methods design, integrating quantitative and qualitative approaches, with 25 ninth-grade students as participants. Six students were purposively selected for in-depth interviews. Quantitative data were collected through pre-tests and post-tests and analyzed using paired-samples t-tests. In contrast, qualitative data were obtained from observation and interview results, and were analyzed thematically to identify the main themes during the learning process. Quantitatively, the study's results showed a significant increase in each indicator of mathematical connection skills. The indicator of connections between mathematical ideas (M post-test = 78.40, M pre-test = 45.20, t(24) = 7.43, p = 0.002) with an N-Gain value of 61% showed a fairly good increase. The connection indicator between mathematical representations (M post-test = 93.32, M pre-test = 58.40, t(24) = 4.89, p < 0.001) with an N-Gain value of 84% demonstrated a significant improvement. The connection indicator of mathematics with real-life problems (M post-test = 74.40, M pre-test = 24.20, t(24) = 6.18, p < 0.001) showed a significant improvement, with an N-Gain value of 61%, indicating a strong connection. Qualitatively, the study's results revealed three main themes: the use of Scratch multimedia in exponential learning enhances students' understanding of the material, creates a fun learning experience, and strengthens understanding through games. This study shows a positive impact of Scratch multimedia on improving students' mathematical connection abilities. Future research can utilize longitudinal studies to determine whether learning improvements are sustained in the long term. Keywords: mathematical connection, mathematics learning, scratch multimedia. ]]>
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