<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa SMA kategori tinggi dalam menyelesaikan soal berkarakteristik TKA materi dimensi tiga. Kemampuan literasi matematis dianalisis berdasarkan tiga indikator OECD, yaitu merumuskan, menggunakan, dan menafsirkan. Penelitian ini menggunakan metode deskriptif kualitatif dengan populasi siswa kelas XII-2 SMAN 5 Jember sebanyak 33 siswa. Instrumen penelitian meliputi tes soal berkarakteristik TKA berbentuk uraian dan pedoman wawancara semi-terstruktur. Berdasarkan hasil tes, diperoleh 7 siswa dengan kemampuan literasi matematis kategori tinggi. Tiga diantaranya dipilih sebagai subjek menggunakan teknik purposive sampling. Hasil penelitian menunjukkan subjek kategori tinggi memenuhi indikator merumuskan, yaitu mampu menyampaikan informasi yang diketahui dan ditanyakan serta mengubahnya ke dalam bentuk matematis. Pada indikator menggunakan, subjek kategori tinggi dapat memilih dan menerapkan konsep, rumus, serta langkah penyelesaian secara runtut dan logis dalam menyelesaikan soal. Namun, tidak semua subjek kategori tinggi menuliskan kesimpulan pada lembar jawaban. Sehingga, indikator menafsirkan belum sepenuhnya tercapai. Nilai rata-rata tes TKA diperoleh sebesar 49,2 dengan standar deviasi 12,5. Temuan ini menunjukkan bahwa kemampuan literasi matematis siswa kategori tinggi telah memenuhi indikator merumuskan dan menggunakan, tetapi masih perlu ditingkatkan pada aspek menafsirkan. Kata kunci: literasi matematis, Tes Kemampuan Akademik (TKA), dimensi tiga Abstract: This study aims to describe the mathematical literacy skills of high-achieving high school students in solving TKA-style problems involving three-dimensional geometry. Mathematical literacy skills were analyzed based on three OECD indicators: formulating, using, and interpreting. This study employed a qualitative descriptive method with a population of 33 students from Class XII-2 at SMAN 5 Jember. The research instruments included an open-ended TKA-style test and a semi-structured interview guide. Based on the test results, seven students were identified as having high-level mathematical literacy. Three of them were selected as subjects using purposive sampling. The results showed that the high-category subjects met the formulating indicator, meaning they were able to convey known and asked information and transform it into mathematical form. Regarding the applying indicator, the high-category subjects could select and apply concepts, formulas, and solution steps in a sequential and logical manner to solve problems. However, not all high-category subjects wrote their conclusions on the answer sheet. Thus, the interpreting indicator was not fully met. The average TKA test score was 49.2 with a standard deviation of 12.5. These findings indicate that the mathematical literacy skills of high-performing students have met the formulating and applying indicators but still need improvement in the interpreting aspect. Keywords: mathematical literacy, Academic Ability Test (TKA), three dimensions]]>
