<![CDATA[In the digital era of the 21st century, strengthening numeracy literacy becomes increasingly relevant when supported by digital literacy to equip students to compete globally. However, equalizing the quality of education remains a challenge, especially in border areas that have limited access and facilities. This study aims to map the numeracy skills of elementary school students in border areas. The research uses a qualitative approach with a descriptive analytical method. The research subjects were 21 students in grades 2–3 (12 students in grade 2 and 9 students in grade 3) selected using purposive sampling. Data collection was carried out through tests using the Early Grade Mathematics Assessment (EGMA) instrument as well as non-test techniques in the form of observations and interviews with students and teachers. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that students' numeracy achievement is generally in the fairly low category, with the most prominent weakness in the missing number component (determining missing numbers in a sequence), which was mastered by only 28.57% of students. In contrast, the ability to identify numbers, compare quantities, add and subtract operations, and contextual problem solving showed high achievement in the majority of students. These findings imply the need for more meaningful and contextual numeracy learning interventions through the use of concrete media, varied learning strategies, and support from school and family ecosystems to strengthen basic numeracy skills of students in border areas.]]>
