<![CDATA[This study aims to analyze the numeracy skills of first-grade students at SD Negeri Tolokan based on their varying levels of learning interest. A qualitative descriptive approach was utilized. The participants consisted of all 14 first-grade students enrolled at SD Negeri Tolokan during the study period. Data were collected through questionnaires to categorize learning interest, written numeracy tests based on Bloom’s Taxonomy indicators, and in-depth interviews. The results revealed different characteristics among the interest groups. Students with high interest demonstrated advanced conceptual understanding, successfully solving problems at the applying (C3), analyzing (C4), and creating (C6) levels without math anxiety. Students with moderate interest mastered the remembering (C1) and applying (C3) levels but struggled with complex word problems. Meanwhile, low-interest students exhibited high math anxiety and relied heavily on concrete objects. The main contribution of this research is the integration of affective domains (interest) with cognitive taxonomy in early-years mathematics, providing a comprehensive profiling framework. The implications suggest that educators must implement differentiated, play-based learning strategies to foster intrinsic interest, thereby reducing cognitive load and math anxiety in early childhood education.]]>
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