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Mathematical literacy can be defined as a person's mastery in formulating, implementing, and interpreting mathematics efficiently from various contexts, content, and or life processes. Mathematical literacy has 7 components, namely communication, mathematization, representations, reasoning opinions, Ability to choose strategies to solve problems, Ability to use symbolic, formal, and technical languages and operations, Ability to use mathematical. Two basic competencies can be measured by AKM, namely reading literacy and mathematical literacy (numbering). This study measures the mathematical literacy ability of students' object dimensions on the AKM questions. This qualitative- descriptive study used eighth-grade students of Muhammadiyah 7 Junior High School of Surakarta as research subjects. Subject taking technique using snowball sampling technique, researchers take research subjects will increase according to the needs of researchers. The data in this study were obtained through think aloud. Data was collected using the test, observation, interview, and video recording techniques. The results showed that two characteristics occur in each object of mathematical literacy. Therefore, this study focuses on the dimensions of mathematical literacy objects which include formulation, implementation, and interpretation. [ABSTRACT FROM AUTHOR]

Mathematical literacy is the mastery of formulating, implementing, and interpreting mathematics efficiently from various contexts, content, and life processes. Moreover, decoding the issue required stages of problem-solving. Based on the Polya theory, there are four stages of problem-solving, including understanding the problem, devising a plan, carrying out the plan, and looking back. Minimum Competency Assessment (AKM) is a test that can enhance students' mathematical literacy. This research was conducted to describe the object of mathematical literacy at each stage of Polya's in solving the AKM problems. This research used a descriptive qualitative approach. The subjects taken were the students of VIII grades in Junior High School by applying the snowball sampling technique. The data were collected utilizing the Think Aloud method, which involved tests, interviews, and observations. The validity of the data in this study employed a triangulation method. The inductive technique was used to analyze the data. The results showed that in solving the AKM problem, mathematical literacy could emerge at each problem-solving stage with various responses from students. So it is necessary to describe the object of mathematical literacy at each stage of problem-solving. [ABSTRACT FROM AUTHOR]