<![CDATA[This study aimed to describe the numeracy literacy difficulties faced by grade IX students when solving contextual statistical problems. Using a descriptive qualitative design, the study involved eight junior high school participants from Ngawi Regency selected via purposive sampling. Data collection relied on written tests, semi-structured interviews, and documentation. The test comprised three contextual essay questions designed according to Han Weilin’s numeracy literacy indicators: the ability to use numbers and symbols, analyze data, and interpret conclusions. To ensure data validity, technical triangulation was performed by cross-checking the test papers with the interview transcripts. Data were then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The analysis revealed that although students possessed adequate basic computing skills, their performance dropped during further data analysis and interpretation. The specific errors identified were a high dependency on calculators and AI tools, lack of accuracy in processing data, misconceptions regarding statistical concepts, and an inability to formulate context-appropriate conclusions. These issues were driven by several key factors, including a strictly procedural understanding of mathematics, low reading literacy, and a lack of self-confidence in independent thinking.]]>
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