Assessment of Student Numeration Literacy Levels Based on the 2021 National Assessment Data Study


  • Safari Safari Center for Educational Research (Pusrisdik) and National Research and Innovation (BRIN), Indonesia
  • Khasanah Khasanah Universitas Islam As-Syafi’iyah, Indonesia



Numeration, Student, National Assessment


The Indonesian government regulates a national assessment to measure students' numeracy literacy skills as a reference in planning education policies. One of the latest national assessment data is the 2021 National Assessment Data. This data provides an overview of the numeracy literacy level of students in Indonesia and identifies challenges faced and opportunities for improvement and further development. The research that has been carried out aims to determine the numeracy literacy level of students based on education level: Elementary School (SD/MI), Junior High School (SMP/MTs), Senior High School (SMA/MA), Vocational High School (SMK/MAK) and provinces based on the 2021 National Assessment (AN). They are using a quantitative approach—data based on AN 2021 data, which has become publicly available and endorsed for research development purposes. The population is all schools in Indonesia. The sample is a school whose students (grade 5 SD/MI, grade 8 SMP/MTs, and grade 11 SMA/MA and SMK/MAK) are randomized to participate in the national assessment (AN). The data is a questionnaire answered by students in 34 provinces, 255649 students. Results: The highest and lowest average scores for numeracy competency levels were SMA (1.71), SMK (1.69), SMP (1.66), and SD (0.19). At the provincial level, the highest was DKI Jakarta (1.77), and the lowest was North Maluku (1.46). The study concludes that the average numeracy scores of students, both at the education level and at the provincial level, are still at the lower middle level.




How to Cite

Safari, S., & Khasanah, K. (2023). Assessment of Student Numeration Literacy Levels Based on the 2021 National Assessment Data Study. RSF Conference Series: Business, Management and Social Sciences, 3(2), 90–98.