Analisis Kemampuan Numerasi Peserta Didik dalam Menyelesaikan Soal AKM Geometri Ditinjau dari KAM dan Gender

Abstract

Numerical literacy is a core competency in twenty-first-century education, essential for equipping students to solve real-world problems, particularly in the context of geometry, where visual analysis and logical reasoning are fundamental. Despite its significance, many students continue to face challenges in solving geometry-based assessment problems, especially those requiring interpretation of visual information and decision-making. This study aims to analyze the numerical literacy of junior high school students in solving geometry problems from the national minimum competency assessment, with a focus on the influence of prior mathematical ability and gender. Employing a descriptive qualitative approach, the research was conducted with eighth-grade students at a public junior high school in Indonesia. Data collection involved documentation of prior mathematics scores, a validated open-ended geometry problem based on the Pythagorean theorem, and in-depth interviews. The results indicate that while all students demonstrated proficiency in using mathematical symbols and numbers, significant differences emerged in visual information analysis and decision-making stages. Students with high prior mathematical ability, particularly females, consistently completed all stages of problem-solving accurately and thoroughly. Those with moderate ability, especially males, frequently struggled to reach final conclusions, often due to confusion in interpreting diagrams. Students with low prior ability generally failed to progress beyond initial identification of information. The study highlights the substantial impact of both prior mathematical ability and gender on numerical literacy in geometry, suggesting the need for targeted instructional strategies and diagnostic assessment to support diverse student profiles.