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The difficulties students experience when solving problems that require calculation indicate a need to improve their arithmetic skills. This research aims to describe students' numeracy skills in solving number problems while also identifying the obstacles they encounter in developing these skills. Specifically, this study explores the mathematical numeracy literacy abilities of fourth-grade elementary school students in facing the Minimum Competency Assessment (AKM) questions on number material at one elementary school in Indonesia. This research uses a descriptive qualitative approach with data collection techniques including AKM numeracy tests, observation, interviews, and documentation. The research findings show that students' mathematical numeracy literacy ability is in the moderate category, with an average achievement of 65.8%. The main difficulties experienced by students include: (1) recognizing mathematical information from contextual problems, (2) performing numerical calculations, (3) interpreting calculation results in the context of real-world problems, and (4) communicating mathematical reasoning in writing. Based on these results, this research recommends strengthening numeracy learning that connects material with everyday life contexts, as well as improving students' mathematical reasoning abilities through problem-based learning approaches, to optimize the mathematical numeracy literacy of elementary school students.

Early reading is an important foundation in mastering language skills, especially for first grade elementary school students. Problems that often arise at this stage include difficulty in recognizing letters, arranging letters into words, and pronunciation and understanding simple reading. This study aims to analyze the early reading skills of first grade students in terms of cognitive and psychomotor aspects, and to identify factors that hinder their achievement. This study uses a descriptive quantitative approach with test instruments to assess cognitive abilities and observations to assess psychomotor skills. The subjects of the study consisted of five first grade students. The results showed that most students had very good cognitive abilities in early reading, but their psychomotor abilities tended to be low. A gap was found between theoretical understanding and practical skills of students. This finding emphasizes the importance of a balanced and holistic learning strategy so that students not only understand conceptually, but are also able to apply reading skills in real life.

Measurement is an essential part of learning. It involves comparing an object with certain criteria or measures. In the context of education, measurement helps educators to understand the level of student achievement of the learning objectives that have been set. This study aims to analyze the ability of grade I elementary school students to understand the basic concepts of measurement, both from the cognitive, psychomotor, and affective aspects. Data collection was carried out through assessment instruments in the form of multiple choice questions and short fillings, practical activities using measuring instruments, and attitude observations during the learning process. The results showed that most students had understood the basic concepts of measuring standard and non-standard units, although there were still some errors in unit conversion and accuracy in measurement practices. This finding is an important basis for developing more contextualized and interactive measurement learning in the early grades of elementary school.