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Defragmentation is a process that aims to restructure the thought processes that occur in students. Fragmentation can occur because students cannot correctly implement mathematical literacy in solving problems. This study aims to describe students' mathematical literacy structure errors in solving non-routine problems and their defragmentation efforts. The research method used is descriptive qualitative research with a sample of class VIII H students of SMP Negeri 2 Gemuh. The data collection techniques used are tests, observations, and interviews. The research data analysis is carried out by reducing data, presenting data, and drawing conclusions. The results showed that students experienced errors in the structure of mathematical literacy in solving non-routine problems. Students, in all aspects, make an error in the design of mathematical literacy. The results obtained after the student received the intervention and defragmentation efforts showed that the student's mathematical literacy in the formulating aspect and the application aspect increased so that Students can solve non-routine mathematical problems correctly and precisely. [ABSTRACT FROM AUTHOR]

Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics in various contexts of mathematical problems. This study aims to describe the fragmentation of mathematical literacy in solving STLE problems and their defragmentation efforts. This research uses descriptive qualitative research methods. The subjects in this study were class IX A students of SMP N 01 Weru Sukoharjo, totaling 25 students. The data collection technique used in this study was that the data was collected by the written test method of contextual problems of the two-variable linear equation system, observation, and interview. The process of analyzing research data is carried out after data collection through three stages: data reduction, presentation, and conclusion. This study concluded that students who were the subject had difficulty applying mathematical concepts to real problems. Further research focuses on defragmentation methods, namely student efforts to carry out socialization in problem-solving according to the challenges faced. [ABSTRACT FROM AUTHOR]

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]