Noeri Itsnaniyah, Pradnyo Wijayanti, Rini Setianingsih
This qualitative study aims to describe the numeracy profile of high school students in solving Minimum Competency Assessment (MCA) model questions regarding high, medium, and low mathematical abilities. The subjects in this research were three grade XI female students with high, medium, and low mathematics abilities, respectively. The instruments used in this research were the Mathematics Ability Test (MAT), the MCA Numeracy Test, and an interview guide. Then, each student is given the MCA Numeracy Test and an interview to obtain student numeracy data. The results of the MCA Numeracy Test and interviews were validated using time triangulation. The research results show that students with high, medium, and low mathematics abilities can solve questions with a cognitive domain of knowing. They can recall information, identify only the needed information, determine facts and mathematical concepts related to knowing questions, and calculate using procedures correctly. Students with high and moderate mathematics abilities can solve problems correctly in applying the cognitive domain. Meanwhile, students with low mathematical abilities need help solving problems. Students with high mathematical abilities can find other strategies to solve problems. In the cognitive reasoning domain, only students with high mathematical abilities can solve problems and fulfill all reasoning indicators, such as analyzing the information in the problem, assessing the best strategy that is easy to apply, drawing conclusions, and providing mathematical arguments related to problem-solving strategies. Students with moderate and low mathematical abilities need help analyzing the information until providing mathematical arguments. This study found variations in students' numeracy levels, which are affected by differences in their mathematical abilities. As a recommended next step, teachers should focus on improving students' skills by offering numeracy exercises that are tied to real-world scenarios or context-based problems. © 2025 Author(s).
Mathematics Education Department, Universitas Negeri Surabaya, Ketintang, Surabaya, Indonesia
