<![CDATA[Numeracy literacy constitutes one of the core domains evaluated in an assessment administered by the Ministry of Religious Affairs, referred to as AKMI. This assessment functions as a comprehensive diagnostic tool to identify students’ proficiencies and deficiencies across three key literacy areas: reading, numeracy, and science. This study employed a descriptive qualitative approach, with fifth-grade students as the subjects. The research instruments included a mathematics ability test, a literacy and numeracy assessment, and semi-structured interview guidelines. The students’ problem-solving processes were analyzed through four stages: understanding the problem, devising a plan, executing the plan, and evaluating the solution. Findings revealed that students with low mathematical ability frequently encountered difficulties in the planning, execution, and evaluation stages, which collectively accounted for 29.4% of the total errors. A smaller proportion (5.88%) struggled with understanding the problem, while another 5.88% did not exhibit notable errors. Students with moderate ability demonstrated errors in the planning, execution, and evaluation phases, each contributing 25% to the overall errors; however, they showed no difficulty in identifying knowns and unknowns in the problems. High-ability students generally solved the problems without major issues, with 62.5% of their responses being accurate and error-free. Geometry-related problems posed the greatest challenge across all ability levels, resulting in a higher incidence of errors.]]>
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