This research was started by conducting interviews with teachers and observing the assessments used in learning mathematics. The material chosen in this study is trigonometric comparison material. The material is taught in grade X in Senior High School. Understanding the basic concepts of trigonometric comparison regarding the relationship between sides and angles in a right triangle angle is needed to be able to help students understand trigonometric material at an advanced level education.

Interview activities related to the research were conducted briefly with the mathematics teacher at the school. The teacher revealed that grade X students in the odd semester had not received trigonometric comparison material. The curriculum change that occurred, causing trigonometry material previously given in the odd semester is now given in the even semester of the 2024/2025

school year. However, based on the advice given by the teacher, the research can be conducted in class XI. One of the classes recommended by the teacher based on students' high enthusiasm in learning is class XI-4. When the researcher asked for documentation of assessments used for observation purposes, the teacher only provided data on summative assessment questions for mathematics class X in the 2023/2024 academic year.

Figure 1 shows the trigonometric comparison questions used by teachers in the midterm summative assessment. In the figure, there are only three out of 20 questions in multiple choice format on the trigonometric comparison material presented. Based on observations of the summative assessment given, the assessment only focuses on measuring students' basic conceptual abilities. The cognitive level presented in the question is only at the level of basic knowledge (C1) and understanding (C2). To answer the question, students only need to remember and understand the formula for trigonometric comparison in right triangles to find the answer. Cognitive development is a crucial aspect that needs nurturing (Nasution et al., 2024); (Winarti et al., 2024) .

The same thing is also shown in Figure 2. There are 20 multiple choice questions presented. However, two of them have not linked the basic concepts of trigonometric comparison to everyday life. The questions used in the summative assessment do not contain numeracy literacy elements. From the assessment questions presented, it can be seen that the numeracy literacy acculturation efforts made by teachers to improve students' numeracy literacy skills in learning are still not visible. This can result in students' critical thinking skills experiencing difficulties. Learning at theseschools faces challenges in improving learning outcomes and students' critical thinking skills (Ajid et al., 2025). Crit- ical thinking skills are essential for students to develop their ability to explore problems, questions, or situations, find a solution, and justify their positions (Rusiana et al., 2024); (Adhantoro et al., 2024) .

After an initial analysis of literacy acculturation carried out at school. Researchers compiled numeracy literacy acculturation implementation activities with numeracy literacy-oriented assessment sheets on trigonometric comparison material. Before the implementation of the product was carried out at the first meeting of learning, the researcher gave two numeracy literacy questions as a pre-test and gave a critical thinking disposition questionnaire. The pre- test was given to determine the initial ability of students' numeracy literacy. Meanwhile, giving a questionnaire is done to find out the initial disposition of students before being given treatment.

During the administration of the pre-test questions, some students complained about the numeracy literacy questions they had to do. They stated that their teachers had never given trigonometric comparison problems in the form of story problems. The students' statements strengthened the indication that there was no numeracy literacy culture carried out by the teacher in learning.

The next meeting, the researcher gave a re-explanation of the trigonometric comparison material using the assessment sheet that had been developed. During learning, researchers facilitated students with guided practice through controlled exercises on the assessment sheet. The controlled exercises provided contained sample problems equipped with steps for solving trigonometric comparison problems. At the end of the meeting, students were directed to do a competency test on the assessment sheet to measure the improvement that had been achieved in product implementation.

In the last meeting, the research activities carried out were only giving the same numeracy literacy questions as the questions given during the pre-test and critical thinking disposition questionnaire. Giving the same questions and questionnaires aims to see if there is an increase in students' understanding and abilities after being given the treatment of implementing numeracy literacy culture using the assessment sheet that has been developed. All student scores obtained during learning activities are presented in the following table:

Table 2 shows the students' learning outcomes during the research activities. It can be seen that students' learning outcomes increased gradually during the research activities carried out with the implementation of numeracy literacy-oriented assessment sheets. The assessment sheet facilitated with a brief explanation of the material, controlled exercises, and independent exercises by analysing a problem. In the controlled exercises, there are problem-solving steps that can facilitate students in learning. However, during the pre-test and post-test activities, there was one problem that students complained about as shown in Figure 3.

The problem is a numeracy literacy problem that contains information on the application of trigonometric comparisons in a bridge design. students said that the problem was a relatively new problem for them. The question given was also not included in the assessment sheet used during the lesson.

Figure 4 is one student's pre-test answer with an explanation. It can be seen that the student can identify what important information is contained in the problem. The student can also represent the information in a picture illustration that can support understanding to support problem solving. However, in solving the problem some students still use phytagoras material as in the picture. This shows that the modelling and mathematical communication aspects of the students' answers have not been fully met, although the solution steps are presented quite logically.

Student completion can be supported by the condition of students' critical thinking disposition at the beginning of the meeting. The results of critical thinking disposition obtained are presented in Table 3 below as follows:

In Table 3, it can be seen that the average obtained from the critical thinking disposition ability of 15 students in class XI-4 shows moderate results. This means that of the seven components assessed in the critical thinking disposition questionnaire, all of them show that students' enthusiasm in learning mathematics still needs to be improved.

The truth-seeking component is one of the important components in critical thinking disposition that can be used to support the development of numeracy literacy skills. In this component, a person will tend to look for evidence before accepting information. Table 3 reflects that students' eagerness to seek information from new knowledge in a particular context shows a moderate level. Providing numeracy literacy-oriented problem exercises in learning can help students in developing their enthusiasm in learning.

Furthermore, the Open-mindedness component which shows the highest mean score among others indicates an open-mindedness so that students are able to accept input on different views. This component can support students' collaborative attitude which is needed to support the development of numeracy literacy skills.

In the Analyticity component, the score shows a medium category. This component is an important component in learning mathematics where this component can be used to show one's ability to use logical reasoning in solving a problem. In the figure, it can be seen that students' analytical skills can be seen that students' analytical skills are still moderate. The ability to analyse can be information that by providing problem exercises with a critical thinking level can develop students' analytical skills.

The Systematicity component used in the questionnaire is a component used to measure students' systematic ability to organise, focus, and be thorough in the tasks they do. The moderate category obtained shows that students' focus and thoroughness in solving problems are still not optimal. This can be seen in the student's work in Figure 3 where the lack of focus and thoroughness on the student causes the student to use different concepts in solving the problem.

In the Critical-Thinking Self Confidence component, which shows a moderate category, it shows that students' ability to make decisions based on their critical thinking is still not optimal. This shows that students still lack confidence in solving problems that require higher order thinking skills. This low self-confidence is likely due to the lack of acculturation of students in solving higher order thinking problems during the learning process.

The Inquisitiveness component in the critical thinking disposition component is a component that can be used to measure students' curiosity in learning new things. In the table, the average score obtained shows that the students' curiosity is still moderate. This may be due to the presentation of the assessment used by the teacher so far is less interesting and students' limitations in understanding the application of the concept of trigonometric comparison in everyday life.

Based on the seven components in critical thinking disposition, only the cognitive maturity component shows a low category. this component is a component that can be used to measure the level of maturity of students in making the right decisions along with the time provided. This means that students are not yet fully capable of making decisions to solve a problem. Problem solving ability is referred to mathematical power or mathematical skills (doing maths). Problem-solving is the process used in solving problems (Darmawan & Suparman, 2019). So mathematics can be categorised into low-level thinking and high-level thinking (Nurmeidina et al., 2025).

Figure 5 shows different results after students were treated using the numeracy literacy assessment sheet. The difference is in the use of the basic concepts of trigonometric comparison in problem solving. However, in the Mathematical Communication indicator, it is clear that students' steps in preparing problem solving steps are still random and there is inaccuracy in problem solving. This is shown in the student's error in multiplying the number of hypotenuses by 6, even though the hypotenuse on the bridge is 12.

In the post-test results, although there are still students who have not fulfilled all numeracy literacy indicators. However, Table 2 shows that the average obtained increased. This is also evident in the average critical thinking disposition of students after being given the treatment contained in the following table:

Table 4 shows the mean of all scales on critical thinking disposition. The results obtained show an increase from the previous data. The category of students' critical thinking disposition that was previously moderate became high. This increase can be a positive indicator that the acculturation of numeracy literacy using can improve students' critical thinking disposition. Even though the Systematicity component in one of the students in Figure 5 shown is still not optimal.

Based on the results of the research that has been presented, the acculturation of numeracy literacy that exists at SMA Muhammadiyah Special Program Kottabarat has not been carried out by mathematics teachers. When observing the summative assessments used by teachers, the questions used, especially in trigonometric comparison material, have not implemented story problems or questions with higher-level thinking. The reality in the field is that subject teachers are also accustomed to developing mathematical literacy-oriented problems. The same thing is also found with research (Apriatni et al., 2022)(Jannati & Sumardi, 2023)(Santoso et al., 2023) where teachers are still not accustomed to developing literacy-oriented questions so they use questions in printed books or questions available in the previous year.

The form of questions used by teachers in assessments tends to be in multiple choice for-mat. This causes limited information about the level of student understanding of trigonometric comparison material. In line with the opinion of (Mania et al., 2020) multiple choice is a form of question that is often used by teachers because of its ease in the assessment process. However, this form of question has its own weaknesses where the answers obtained are not supported by the process of obtaining answers. Thus, the teacher will have difficulty in analysing the extent of students' concept understanding because the answers presented do not describe students' abilities as a whole.

In the research conducted, researchers provided numeracy literacy-oriented problem exercises to support the acculturation of numeracy literacy in learning. The numeracy literacy questions given are contextual questions that can support the development of critical thinking skills. Agree with (Kolar & Hodnik, 2021) that giving contextual problems related to everyday life can help mathe-matical literacy skills. Acculturation is also done by facilitating students with controlled exercises before students practice working on problems independently. controlled exercises on the assessment sheet help students think systematically in understanding the process to solve literacy problems (Sutama et al., 2022). Thus, after being given treatment and re-tested, student learning outcomes and stu-dents' critical thinking disposition improved. This is because the habituation of students to do numeracy literacy exercises in learning can help students develop their critical thinking skills (Elvina & Setyaningsih, 2023). Continuous practice can also meet the needs of stu-dents facing difficulties in solving literacy and numeracy problems (Singh et al., 2023).

What distinguishes this study from other studies is the presence of critical thinking dis-positions that can be seen when students are given numeracy literacy questions.

Disposition as the way students view le- arning will affect their learning outcomes, if they have a high disposition towards learning (Kamid et al., 2021). In high school students who were used as research respondents, their critical thinking disposition at the beginning of the study showed a medium category. After being given numeracy literacy questions, their critical thinking disposition increased to the high category. In secondary school students, the cognitive stage experienced by students has entered the formal operational stage (Ardiningtyas et al., 2023). At this stage, stu- dents are able to think abstractly. However, to be able to understand abstract material in mat- hematics, especially those that support the mastery of numeracy literacy skills, an appro- priate learning method or media is needed (Meliana et al., 2025); (Listiaji et al., 2022) .