The purpose of this research is to evaluate learners' numeracy knowledge. This study looked into how university students were taught math skills. The research strategy used in this investigation was quantitative. Rasch Model study was used for the data study. The first research question's goal was to assess the numeracy exams' item difficulty characteristics using the Rasch Measurement Model, and The second research topic's goal was to look into the student's numeracy test performance parameters. According to the study, performing a range of calculations to add, subtract, and multiply as well as calculating and interpreting mean in a variety of contexts were the skills that students found the most difficult to master. The pupils perform exceptionally well when they identify and contrast information and data in tables. The outcome makes it possible to pinpoint each examinee's testing assets and weaknesses; this diagnostic should be applied to raise students' numeracy standards. The level of numeracy can be improved using two important methods. Teaching strategy: Math instructors should adapt their course materials to the students' learning styles

Numeracy, Item Difficulty, Rasch Analysis, Test

Bråting, K., & Kilhamn, C. (2021). Exploring the intersection of algebraic and computational thinking. Mathematical Thinking and Learning, 23(2), 170–185. https://doi.org/10.1080/10986065.2020.1779012

Carbonell Carrera, C., & Bermejo Asensio, L. A. (2017). Landscape interpretation with augmented reality and maps to improve spatial orientation skill. Journal of Geography in Higher Education, 41(1), 119–133. https://doi.org/10.1080/03098265.2016.1260530

De-Winter, J. C. F., & Dodou, D. (2012). Factor recovery by principal axis factoring and maximum likelihood factor analysis as a function of factor pattern and sample size. Journal of Applied Statistics, 39(4), 695–710. https://doi.org/10.1080/02664763.2011.610445

Erdem, E., & Gürbüz, R. (2014). AN ANALYSIS OF SEVENTH-GRADE STUDENTS’ MATHEMATICAL REASONING. Journal, 44(1), 123–142.

Fagerlin, A., Zikmund-fisher, B. J., Ubel, P. A., Jankovic, A., Derry, H. A., & Smith, D. M. (2007). Measuring Numeracy without a Math Test : Development of the Subjective Numeracy Scale. Medical Decision Making, 672–680. https://doi.org/10.1177/0272989X07304449

Gal, I. (2005). Towards “Probability Literacy†for all Citizens: Building Blocks and Instructional Dilemmas. In G. A. Jones (Ed.), Exploring Probability in School: Challenges for Teaching and Learning (pp. 39–63). Boston, MA: Springer US. https://doi.org/10.1007/0-387-24530-8_3

Galligan, L. (2013). A systematic approach to embedding academic numeracy at university. Higher Education Research and Development, 32(5), 734–747. https://doi.org/10.1080/07294360.2013.777037

Gregory, L., Villarosa, A. R., Ramjan, L. M., Hughes, M., O’Reilly, R.,

Stunden, A., … Salamonson, Y. (2019). The influence of mathematics self-efficacy on numeracy performance in first-year nursing students: A quasi-experimental study. Journal of Clinical Nursing, 28(19–20), 3651–3659. https://doi.org/https://doi.org/10.1111/jocn.14963

Hegarty, M., & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence, 32(2), 175–191. https://doi.org/https://doi.org/10.1016/j.intell.2003.12.001

Henson, R. K., Capraro, R. M., & Capraro, M. M. (2004). Reporting practices and use of exploratory factor analyses in educational research journals: Errors and explanation. Research in the Schools, 11(2), 61–72.

Jarvis, C. H. (2011). Spatial Literacy and the Postgraduate GIS Curriculum. Procedia - Social and Behavioral Sciences, 21, 294–299. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.07.022

Jonas, N. (2018). Numeracy Practices and Numeracy Skills among Adults. OECD Education Working Paper No. 177, (177). Retrieved from http://dx.doi.org/10.1787/8f19fc9f-en

Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20(2), 82–88. https://doi.org/10.1016/j.lindif.2009.07.004

Kaput, J. (2008). What is algebra? What is algebraic reasoning? In J.

Kaput, D. Carraher, & M. Blanton (Eds.), Algebra in the early grades (pp. 5–18). Lawrence Erlbaum.

Kieffer, K. M. (1999). An introductory primer on the appropriate use of exploratory and confirmatory factor analysis. Research in the Schools, 6(2), 75–92.

Lee, L., & Freiman, V. (2006). Developing Algebraic Thinking through Pattern Exploration. Mathematics Teaching in the Middle School, 11(9), 428–433. https://doi.org/10.5951/MTMS.11.9.0428

McCowan, R. J., & McCowan, S. C. (1999). Item Analysis for Criterion-Referenced Tests. New York: Center Development of Human Services.

Mohamad, M. M., Lisa, N., Sern, L. C., & Mohd, K. (2015). Measuring the Validity and Reliability of Research Instruments. Procedia - Social and Behavioral Sciences, 204(November 2014), 164–171. https://doi.org/10.1016/j.sbspro.2015.08.129

N.A. (2019). Learn About Reliability Analysis and Factor Analysis in SPSS With Online Shopping Data ( 2006 ). SAGE Research Methods Datasets.

Newcombe, N. S., & Shipley, T. F. (2015). Thinking About Spatial Thinking: New Typology, New Assessments BT - Studying Visual and Spatial Reasoning for Design Creativity. In J. S. Gero (Ed.) (pp. 179–192). Dordrecht: Springer Netherlands.

OECD. (2015). Skill Matters: Furthe Results From the Survey of Adults Skills. Jakarta. Retrieved from https://www.oecd.org/skills/piaac/Skills-Matter-Jakarta-Indonesia.pdf

OECD. (2016). Skill Matter: Further Results from the Survey of Adult Skills. Paris. Retrieved from http://dx.doi.org/10.1787/9789264258051-en

Prince, R., & Frith, V. (2020). An investigation of the relationship between academic numeracy of university students in South Africa and their mathematical and language ability. ZDM, 52, 433–455. https://doi.org/10.1007/s11858-019-01063-7

Rothman, R. L., Housam, R., Weiss, H., Davis, D., Gregory, R., Gebretsadik, T., … Elasy, T. A. (2006). Patient Understanding of Food Labels: The Role of Literacy and Numeracy. American Journal of

Preventive Medicine, 31(5), 391–398. https://doi.org/https://doi.org/10.1016/j.amepre.2006.07.025

Samuels, P. (2016). Advice on Exploratory Factor Analysis. Centre for Academic Success, Birmingham City University. Retrieved from https://www.researchgate.net/profile/Peter_Samuels/publication/319165677_Advice_on_Exploratory_Factor_Analysis/links/5996c447a6fdcc35c6c954dc/Advice-on-Exploratory-Factor-Analysis.pdf?origin=publication_detail

Scholz, M. A., Huynh, N. T., Brysch, C. P., & Scholz, R. W. (2014). An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking. Journal of Geography, 113(5), 208–219. https://doi.org/10.1080/00221341.2013.872692

Seah, R. T. K., & Horne, M. (2020). The influence of spatial reasoning on analysing about measurement situations. Mathematics Education Research Journal, 32(2), 365–386. https://doi.org/10.1007/s13394-020-00327-w

Siemon, D., Barkatsas, T., & Seah, R. (2019). Researching and Using Progressions (Trajectories) in Mathematics Education. Leiden, The Netherlands: Brill. https://doi.org/https://doi.org/10.1163/9789004396449

Singh, P., Hoon, T. S., Nasir, N. A. M., Han, C. T., Rasid, N. S. M., & BZH, J. (2020). An Analysis of Students’ Mathematical Reasoning and Mental Computation Proficiencies. Universal Journal of Educational Research, 8(11), 5628–5636. https://doi.org/10.13189/ujer.2020.081167

Sunderaraman, P., Barker, M., Chapman, S., & Cosentino, S. (2022). Assessing numerical reasoning provides insight into financial literacy. Applied Neuropsychology: Adult, 29(4), 710–717. https://doi.org/10.1080/23279095.2020.1805745

Vignoles, A. (2016). What is the economic value of literacy and numeracy? IZA World of Labor, (229), 1–10. https://doi.org/10.15185/izawol.229

Wetzel, A. P. (2011). Factor Analysis Methods And Validity Evidence: A Systematic Review Of Instrument Development Across The Continuum Of Medical Education. Virginia Commonwealth University. Retrieved from http://scholarscompass.vcu.edu/etd/2385

Windisch, H. C. (2015). Adults with low literacy and numeracy skills: A literature review on policy interventions. OECD Education Working Papers No. 123, 12(123), 2–125. https://doi.org/https://dx.doi.org/10.1787/5jrxnjdd3r5k-en

Windisch, H. C. (2016). How to motivate adults with low literacy and numeracy skills to engage and persist in learning: A literature review of policy interventions. International Review of Education, 62(3), 279–297. https://doi.org/10.1007/s11159-016-9553-x