<![CDATA[This study aims to analyze the numeracy achievement of students at MTs Ishlahul Huda Batu Mekar using the 2025 National Assessment (AN) Report Card data. The focus of the study is the trend of numeracy achievement in each domain and cognitive level, as well as the pedagogical implications for learning development. The method used is descriptive-qualitative content analysis of the average value, change trends, and national and district/city rankings. The results show that numeracy achievement is generally still low (average 42.75–53.68). The Geometry and Data and Uncertainty domains show a significant upward trend, while Algebra and Reasoning Level (L3) experience a decline. These findings indicate the need for more structured pedagogical interventions, especially in algebra and high-level mathematical reasoning skills. This article provides strategic recommendations for improving numeracy based on a higher-order thinking approach, contextual learning, and strengthening numeracy culture in schools.]]>
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