<![CDATA[Numeracy skills constitute a fundamental competency that is essential for reasoning, problem-solving, and readiness to engage in more complex mathematics learning. This study addresses the persistence of numeracy misconceptions among Madrasah Ibtidaiyah students, which are difficult to identify through conventional assessments because such assessments primarily determine whether answers are correct or incorrect without examining students’ underlying reasoning. This study aims to identify the characteristics of students’ numeracy misconceptions, develop an adaptive micro-assessment model, and analyze its implementation as a basis for subsequent instructional interventions. The study employed a qualitative approach with an exploratory design through observations, interviews, document analysis, and analysis of students’ responses to the developed instrument. The findings indicate that misconceptions primarily occurred in place value, arithmetic operations, fractions, and contextual problem-solving. The adaptive micro-assessment was able to trace the sources of students’ errors through prompt items and follow-up diagnostic questions tailored to their responses. The novelty of this study lies in integrating micro-assessment, diagnostic assessment, and adaptive logic to produce individualized diagnoses that systematically connect student responses, misconception patterns, measurement efficiency, and subsequent instructional interventions.]]>
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