Implementasi Program Literasi Matematika (Numerasi) Dalam Menanggulangi Kesulitan Peserta Didik Di Madrasah Tasawiyah Pada Asesmen Kompetensi Minimum

Abstract

The Minimum Competency Assessment (AKM) is a national effort to measure students' literacy and numeracy skills, including in Madrasah Aliyah (Islamic Senior High School). However, the 2025 numeracy report card results indicate that achievement gaps persist, particularly in the domains of algebra and higher-order reasoning. This article aims to analyze the implementation of the numeracy program in addressing learning difficulties among MTs Al-Hamidiyah students through a data-driven approach. The method used is descriptive qualitative, with document studies from AKM reports and a literature review. The results show an average competency score in the number domain of 68.41, competency in algebra of 63.79, competency in geometry of 71.88, and competency in data and uncertainty of 73.31. Solutions such as contextual numeracy programs, differentiated learning, and the use of digital tools have been proven to improve student motivation and learning outcomes. Recommendations focus on strengthening teacher competency, integrating numeracy across subjects, and ongoing formative assessment.