<![CDATA[Papuan students at Universitas Negeri Manado (UNIMA) have experienced difficulties in meeting academic expectations, as indicated by relatively low GPAs and class-attendance rates. Numerical literacy is essential for academic success and informed decision-making; therefore, understanding students’ numerical literacy is important for identifying areas requiring educational support. This study aimed to describe the numerical literacy abilities of Papuan students at UNIMA based on six indicators of the Quantitative Literacy VALUE Rubric developed by the Association of American Colleges and Universities (AAC&U): interpretation, representation, calculation, analysis, assumptions, and communication. A descriptive quantitative approach was employed involving 20 Papuan students from four faculties and twelve study programs, selected through purposive sampling. Data were collected using a numerical literacy test consisting of six contextual essay questions and analyzed through descriptive statistics, including mean scores, percentages, and proficiency-level classifications. The results showed that 47.5% of participants were at Level 1 (Benchmark), 30.0% at Level 2 (Milestone 1), 16.7% at Level 3 (Milestone 2), and 5.8% at Level 4 (Capstone). Calculation obtained the highest mean score (2.15), while assumptions had the lowest (1.60). Interpretation (1.85), analysis (1.75), and communication (1.85) were also relatively low. These findings indicate that students’ numerical literacy remains dominated by basic competencies, highlighting the need for learning strategies that strengthen critical thinking, analytical skills, and quantitative communication.]]>
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