<![CDATA[This study aims to describe the implementation of diagnostic numeracy assessment in Mathematics learning in elementary schools, the use of assessment results in learning planning and implementation, and the obstacles faced by teachers. This study employed a qualitative approach with a descriptive qualitative design and was conducted at SD Negeri 03 Gumawang, Belitang District, Ogan Komering Ulu Timur Regency, South Sumatra. The data sources included fourth-grade teachers and students, as well as learning documents. Data were collected through semi-structured interviews, non-participant observations, and documentation. Data were analyzed using the Miles and Huberman model through data reduction, data display, and verification. The findings show that diagnostic numeracy assessment was implemented through preparation, implementation, and follow-up stages to identify students’ initial abilities, conceptual understanding, and numeracy difficulties. The assessment results were used to determine learning materials and strategies, group students according to their abilities, and provide appropriate support. The obstacles included limited time, diverse student abilities, limited teacher competence in developing assessment instruments, and limitations in following up assessment results. Thus, diagnostic numeracy assessment supports Mathematics learning that is more responsive to students’ learning needs]]>
