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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]

Minimum Competency Assessment (AKM) is a competency assessment with the aim that all students can develop their own capacity and participate positively in society. This study aims to describe the characteristics of students' mathematical literacy in solving Minimum Competency Assessment problems. This research uses descriptive-qualitative research with the 8th-grade students of Muhammadiyah 7 Junior High School in Surakarta as the participants. The instruments used are AKM problems, observation sheets, and interview guidelines. The validity of the data used in this research is the triangulation method. Data analysis was carried out in three stages, namely: data reduction, data display, and conclusion drawing. The results of this study are that there are three characteristics of mathematical literacy in the AKM problems: 1) Distinctive; 2) Sociological; 3) Advanced. [ABSTRACT FROM AUTHOR]

Social arithmetic is a mathematical subject that studies social life, such as buying and selling activities. Social arithmetic problems are generally given in the form of story questions and require more understanding of concepts. Some students may have difficulties solving social arithmetic issues. This study aims to analyze student difficulties on social arithmetic problems based on conceptual understanding. Indicators of the concept understanding on this study are (1) restatement of the concept; (2) classifying objects based on the required form of the concept; (3) provide an example or non-example of the concept; (4) related to various concepts; (5) concluded. The type of this research is descriptive qualitative research with a case study. Students from class VII at Muhammadiyah Junior High School Kartasura, Central Java are the subject in this study. Methods of data collection used tests and interview. Data analysis includes data reduction, data presentation, and conclusion. We concluded that students with low ability difficulty in indicators 2, 3, 4, and 5. Students with medium ability difficulty in indicators 4 and 5. Students with high ability would have trouble in indicator 5. Not understanding the story questions, less thorough in answering questions, less practice, and rarely study, so they forget the material are causal factor for student difficulties. [ABSTRACT FROM AUTHOR]