Students’ Numeracy Skills in Solving Minimum Competency Assessment Questions on Geometry and Measurement Content
DOI:
https://doi.org/10.35194/jp.v14i2.5348Keywords:
geometry, measurement, minimum competency assessment, numeracy skillsAbstract
The Minimum Competency Assessment (MCA) measures students’ numeracy skills, a crucial ability in the 21st-century digital era. However, PISA and the 2024 Indonesian Education Report show that Indonesian students’ numeracy skills remain low. This study aims to describe students’ numeracy skills in solving MCA questions on geometry and measurement content. The method used is descriptive with a qualitative approac. Data were collected through triangulation involving test results from seven MCA numeracy questions on geometry and measurement and through interviews. The subjects of this study consisted of 32 eighth-grade students from SMPN 40 Pekanbaru. The analysis of students’ answers revealed that 46.88% were categorized as low, 43.75% as moderate, and only 9.38% demonstrated a high level of numeracy proficiency. Interviews were conducted with selected students based on the results of the response analysis. Students in the high category were able to understand the context, interpret visual information, and apply reasoning and geometric concepts to real-life situations. They demonstrated the full range of cognitive processes, although improvements in accuracy are still needed. Students in the moderate category showed a lack of systematic thinking and often missed key details due to insufficient attentiveness when reading questions and selecting strategies. Meanwhile, students in the low category experienced fundamental difficulties in understanding visual information, units, and problem contexts. Their responses tended to be based on guesses rather than logical calculation, indicating the need for intensive support and more foundational instruction.References
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Zamzaili, Z., Swita, B., & Haji, S. (2023). Analisis Perbedaan Tahapan Berpikir Geometri Ditinjau dari Pemahaman Konsep Geometri dan Evaluasi Formatif pada siswa SMP. Absis: Mathematics Education Journal, 5(1), 27–34. https://doi.org/10.32585/absis.v5i1.3683
Baharuddin. (2021). Deskripsi kemampuan numerasi siswa dalam menyelesaikan operasi pecahan. Pedagogy: Jurnal Pendidikan Matematika, 6(2), 90–101. https://doi.org/10.30605/pedagogy.v6i2.1607
Center for Assessment and Learning. (2021). Asesmen Nasional: Lembar Tanya Jawab. Pusat Asesmen dan Pembelajaran Balitbang dan Perbukuan.
Center for Educational Assessment. (2024). Rapor Pendidikan Indonesia 2024. Pusat Asesmen Pendidikan.
Enjelia, E., Buyung, B., Husna, N., & Mariyam, M. (2024). Analisis Kemampuan Numerasi Siswa SMP Negeri 12 Singkawang dalam Menyelesaikan Soal Tipe AKM Materi Bilangan Bulat. Edumatnesia: Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 1(1), 306–314.
Fauzi, F. G., Khoirunnisa, Melyana, F., Rahmawati, D., Yasmin, S., & Nurrahmah, A. (2021). Analisis Literasi Numerasi Siswa Kelas VIII Di SMP Petri Jaya Jakarta Timur Pada Konten Aljabar. Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika, 1(2), 83–91.
Hastuti, M., & Setyaningrum, W. (2023). Analisis Kemampuan Number Sense Siswa SMP dalam Meyelesaikan Soal Numerasi Model AKM Berbasis Penalaran. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(2), 2363–2377.
King, Y. A., & Purpura, D. J. (2021). Direct Numeracy Activities and Early Math Skills: Math Language as a Mediator. Early Childhood Research Quarterly, 54, 252–259. https://doi.org/10.1016/j.ecresq.2020.09.012
Kurniawan, A. A., Cahyaningsih, D., Sari, M., Ramadhaniyah, M., & Sari, S. (2024). Motivasi Belajar Siswa Gen-Alpha dalam Pembelajaran Geometri Berbantuan Geogebra. Absis: Mathematics Education Journal, 4(November), 521–532. https://doi.org/10.31980/plusminus.v4i3.2418
Ministry of Education, Culture, Research, and T. (2020). AKM dan Implikasinya Pada Pembelajaran. Pusat Asesmen Dan Pembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan Kebudayaan.
Ministry of Education, Culture, Research, and T. (2021). Panduan Penguatan Literasi dan Numerasi di Sekolah. Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah Kementerian Pendidikan dan Kebudayaan.
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Puspitasari, S., Anwar, L., & Sa, C. (2024). Investigating Numeracy Skills?: How Students Handle Data Representation Challenges. PRISMA, 13(2), 303–314. https://doi.org/10.35194/jp.v13i2.4161
Rahmi, D. F., Satrio, M. T. J., Azmy, D. S., & Septian, A. (2023). Penerapan Model ICARE Berbasis Media Powtoon untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa. PRISMA, 12(2), 486–493. https://doi.org/10.35194/jp.v12i2.3758
Rosidah, N. E. N., & Ekawati, R. (2023). Numerasi Siswa SMP dalam Memecahkan Soal Setara AKM Konten Geometri dan Pengukuran Ditinjau dari Kecerdasan Majemuk. MATHEdunesa, 12(1), 259–274. https://doi.org/10.26740/mathedunesa.v12n1.p259-274
Salsabilah, A. S., Nur Afifah, N. P., & Putri Herdiansyah, R. F. (2023). Analisis Kesulitan dalam Menyelesaikan Soal Luas Bangun Datar Gabungan Siswa Kelas IV SD. Journal on Education, 6(1), 2601–2608. https://doi.org/10.31004/joe.v6i1.3290
Setianingsih, W. L., Ekayanti, A., & Jumadi, J. (2022). Analisis Kemampuan Numerasi Siswa Smp Dalam Menyelesaikan Soal Tipe Asesmen Kompetensi Minimum (Akm). AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 3262. https://doi.org/10.24127/ajpm.v11i4.5915
Siskawati, F. S., Chandra, F. E., & Irawati, T. N. (2021). Pengaruh Model Problem Based Learning dengan Scaffolding Learning Activities terhadap Kemampuan Memecahkan Masalah Siswa. Pedagogy: Jurnal Pendidikan Matematika, 3(1), 253–261. https://doi.org/10.20961/bio-pedagogi.v8i1.35547
Tata, T., & Haerudin, H. (2022). Analisis Kemampuan Pemahaman Konsep Matematika Siswa SMP Kelas IX pada Materi Aljabar. Prisma, 11(2), 363. https://doi.org/10.35194/jp.v11i2.2385
Wati, R. K., & Nurcahyo, A. (2023). Kemampuan Numerasi Siswa dalam Menyelesaikan Soal Geometri pada Asesmen Kompetensi Minimum. Jurnal Cendekia?: Jurnal Pendidikan Matematika, 7(2), 1689–1699. https://doi.org/10.31004/cendekia.v7i2.2380
Zamzaili, Z., Swita, B., & Haji, S. (2023). Analisis Perbedaan Tahapan Berpikir Geometri Ditinjau dari Pemahaman Konsep Geometri dan Evaluasi Formatif pada siswa SMP. Absis: Mathematics Education Journal, 5(1), 27–34. https://doi.org/10.32585/absis.v5i1.3683
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2025-12-07
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