As a result of Covid-19 pandemic, distance learning has being implemented at all levels of lower education to higher education. Educator are required to adapt the technical learning without leaving the substance. Digital literacy, which is the 21st century skill, is seen as one of the important substances in learning. This research aimed to describe digital literacy skills of prospective mathematics teachers during the covid-19 pandemic.

A qualitative descriptive was designed with 32 prospective mathematics teacher at IAIN Kediri. Student worksheets based on Ethno-mathematics assisted by Geogebra is used as a tool for implementing digital literacy skills in geometry courses during Covid-19 pandemic. To measure students' digital literacy skills, an analytical rubric is used which is developed based on 3 digital competency indicators by Calvani namely technological, cognitive and ethical.

The results show that on technological indicator students can use geogebra tools to combine basic geometric and several polygons to produce other meaningful shapes, used geogebra tools to form regular polygons, able to make geometric fractals by applying geometric transformations, and created new tools for creating geometric fractals. On cognitive indicators, students can determine the basic patterns and transformations used in fractals and determine the types of fractals and non-fractals by using various sources. On ethical indicators students can present and interact directlywith lecturer and other students through geogebra classrooms.