<![CDATA[Abstrak, Penelitian ini menganalisis respons siswa dan guru terhadap pelaksanaan Assessment Kompetensi Minimum (AKM) dalam literasi numeracy di SMP se-Kabupaten Kubu Raya. Melalui metode kualitatif dengan menggunakan angket, 18 siswa kelas VIII dan 18 guru dijadikan sampel penelitian. Hasil menunjukkan mayoritas siswa dan guru memahami tujuan AKM, dengan sebagian besar menyatakan setuju atau sangat setuju terhadap tujuan tersebut. Petunjuk dalam AKM literasi numeracy dinilai positif oleh mayoritas siswa dan guru. Meskipun demikian, ada variasi dalam motivasi, kesiapan siswa, dan persepsi soal dengan materi kelas. Meskipun mayoritas siswa merasa nyaman selama mengikuti AKM, sebagian kecil masih merasa kurang nyaman atau netral. Namun, mayoritas siswa menyatakan bahwa mereka mendapatkan feedback yang bermanfaat setelah mengikuti AKM. Respons guru menunjukkan pemahaman yang baik terhadap tujuan AKM, namun ada yang merasa netral terhadap kesiapan sekolah. Kesimpulannya, penelitian ini memberikan gambaran komprehensif tentang persepsi siswa dan guru terhadap AKM dan Literasi Numerasy, yang dapat menjadi dasar untuk peningkatan efektivitas evaluasi di masa depan serta pengembangan strategi pembelajaran yang lebih baik. Kata kunci : Assessment Kompetensi Minimum (AKM), Literasi Numeracy, Respons Siswa, Respons Guru Abstract, This research analyzes students' and teachers' responses to the implementation of the Minimum Competency Assessment (AKM) in numeracy literacy at junior high schools in the Kubu Raya District. Through a qualitative method using questionnaires, 18 eighth-grade students and 18 teachers were sampled for the study. The results indicate that the majority of students and teachers understand the purpose of AKM, with most expressing agreement or strong agreement with its objectives. Instructions in AKM numeracy literacy were positively evaluated by the majority of students and teachers. However, there were variations in student motivation, readiness, and perceptions of the relevance of questions to classroom material. Although most students felt comfortable during the AKM, a small percentage still felt uncomfortable or neutral. Nonetheless, the majority of students stated that they received beneficial feedback after participating in AKM. Teacher responses showed a good understanding of the AKM objectives, but some expressed neutrality regarding school readiness. In conclusion, this research provides a comprehensive overview of students' and teachers' perceptions of AKM and Numeracy Literacy, which can serve as a basis for improving evaluation effectiveness in the future and developing better teaching strategies. Keywords: Minimum Competency Assessment (MCA), Numeracy Literacy, Student Response, Teacher Response]]>
