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Conducting a fair test is important for educational research. Unfair assessments can lead to gender disparities in academic achievement, ultimately resulting in disparities in opportunities, wages, and career choice. Differential Item Function [DIF] analysis is presented to provide evidence of whether the test is truly fair, where it does not harm or benefit certain groups of students. For this reason, this study aims to assess the fairness of mathematics literacy tests from a gender perspective using three DIF analysis approaches, namely, the Cognitive Diagnostic Model [CDM], Classical Test Theory [CTT], and Item Response Theory [IRT], and to compare the results of the three approaches to examine the compatibility between them in identifying DIF effects. This study was included in quantitative descriptive research, and for the CDM approach, a retrofitting method (post-hoc analysis) was used. The sample in this study consists of Indonesian students who participated in the administration of PISA 2012 and were tested on Booklet 1, Booklet 3, Booklet 4, and Booklet 6. The Q-matrix used in this study consisted of 12 items and 11 attributes. The results of this study show that out of the 12 items analyzed, there are differences in findings between the CTT, IRT, and CDM approaches; the item with the largest DIF was found using the Raju Unsigned Area Measures method in IRT and the Wald Test from the CDM approach, while the item with the lowest DIF was found using the LRT method from the CDM approach; and there are three items that were simultaneously identified as DIF using the CTT, IRT, and CDM methods, namely PM923Q01, PM923Q03, and PM924Q02. Items PM923Q01 and PM923Q03 favor the group of male students, while item PM924Q02 favors the group of female students.

This research analyzed global research trends on numeracy assessment in the digital era to identify future directions for diagnostic assessment development. Numeracy is recognized as a key twenty- first century competency that supports problem-solving and lifelong learning; however, existing assessments predominantly focus on summative and formative purposes rather than diagnostic functions. To address this gap, a bibliometric analysis was conducted using 246 publications indexed in the Scopus database between 2020 and 2025. Data were processed using Biblioshiny and VOSviewer to examine publication trends, influential authors, institutions, journals, and keyword co-occurrence networks. The results indicate a consistent growth in publication productivity, with an annual increase of 8.92%, accompanied by strong international collaboration across institutions in Asia, Europe, and the Americas. Thematic mapping revealed four major research clusters: student achievement and learning, education policy and systems, numeracy assessment and design, and home-based learning. These clusters reflect a shift toward contextualized, learner-centered, and technology-enhanced approaches to numeracy education. Overall, the findings highlight a substantial gap in diagnostic-oriented numeracy assessments. This study contributes a conceptual and empirical foundation for advancing adaptive, data-driven diagnostic assessment frameworks that are responsive to digital learning environments.

Assessment of attitudes towards statistics [ATS] is needed to support the success of statistics education in tertiary institutions, so measuring instruments with high accuracy is required. However, existing instruments to measure ATS have not considered the use of technology as an essential variable affecting success in statistics education. The current study sought to fill this gap by developing a standardized instrument to measure ATS and considering aspects of technology use as a necessity for statistics education in the modern era. The study involved 367 students from various study programs spread across several universities in Indonesia as participants. To examine the quality of the instrument, we performed factor analysis, reliability estimation, and item calibration. We calibrated items based on classical test theory [CTT] and item response theory [IRT] using the graded response model [GRM]. Exploratory factor analysis [EFA] indicated three main factors (i.e., interest, difficulty, and value) for measuring attitudes toward statistics. Factor loading of each factor component > 0.45, indicating that all items contributed to the main factor. Cronbach’s alpha coefficient of the three factors ranged from 0.784 to 0.929, indicating that the instrument was reliable. Item calibration based on CTT and IRT-GRM indicated that item performance was satisfactory regarding item endorsement and discrimination. In addition, the information function indicated that the instrument accurately measures attitudes from very low to very high levels. Overall, the psychometric properties of the instrument indicated that the instrument was valid, reliable, and feasible for use in practice and research in the field of education.

Background. Many school principals face challenges in carrying out effective leadership in managing schools, which impacts teachers' creativity in teaching and student learning achievement. Research on the efforts of school principals in improving students' reading ability in elementary schools is still limited. Therefore, this study specifically aims to explore the leadership practices of principals in elementary schools in Indonesia that have successfully shown significant improvements in the reading ability of lower-grade students.Materials/methods. The case study method was carried out through structured interviews and document studies on 6 learning facilitators (Fasda) who have assisted 11 elementary schools in Bima Regency, West Nusa Tenggara Province, Indonesia. The interview was conducted to explore information about the facilitator's experience in accompanying the principal, which had an impact on improving students' reading ability in the lower grades. The data were analysed using thematic analysis and descriptive statistics.Results. The study results show that school principals have done many things to improve the reading ability of low-grade students, such as adjusting school policies and innovations, collaborating with various parties, conducting teacher training on learning methods, and allocating special funds to improve teacher resources and learning spaces.Conclusion. This research shows that school principals' leadership has a central role in improving the quality of student learning and literacy. The principal succeeded in formulating strategic policies through the formation of literacy teams, classroom innovation, and collaboration with various parties. This policy creates a learning ecosystem that supports the development of teachers' teaching skills and students' reading skills.

Diagnostic assessment is an assessment process that aims to diagnose students' abilities and make learning improvements during the pandemic. The study aims to explore how the assessment process during a pandemic, an overview of the diagnostic assessment process, and feedback on the results of diagnosis assessment. This research was conducted with a qualitative approach using a phenomenological research design. This approach is considered appropriate to achieve phenomenal research objectives. The research subjects were 13 district and city elementary school teachers in the province of West Java. The instruments used have been validated by experts and made improvements according to expert recommendations. Data was collected using (Focus Group Discussion) FGDs and online learning observations. FGDs were conducted online with 13 teachers, and observations were made on five online learning processes. Data analysis using the Bogdan & Blinken model was carried out with the stages of data reduction, presenting data, making conclusions, and verifying results. The study results indicate an imbalance in implementing the assessment between schools in districts and cities regarding the availability of digital media. The challenges for teachers are coordination with parents and the difficulty of developing diagnostic assessment instruments. Furthermore, the diagnostic assessment has not provided good feedback for students because the diagnostic assessment has not been planned and structured. Future research is expected to discuss and develop diagnostic assessment instruments to assist teachers in conducting online diagnostic assessments during the pandemic.

Understanding the margin of error (MoE) as a part of statistical literacy which is useful for the public to select credible information from various surveys and polls. The study aims to reveal the levels of statistical literacy of mathematics education students, especially in understanding MoE, and compare them based on four variables: gender, enrollment in a statistics course, year in the program, and type of university. The online survey research involved undergraduate students of the mathematics education study program from 21 universities in Indonesia’s western, central, and eastern regions as the sample (n = 970). Descriptive statistics was used to describe the literacy levels and inferential statistics (t-test and F-test) to compare them based on the four variables. The results of the study reveal that: (1) student literacy in understanding the MoE concept is dominant at the non-literate level; and (2) there are significant differences in students’ literacy levels in terms of gender, enrollment in a statistics course, year in the program, and type of university. The study indicates that the literacy of mathematics education students is still low, so the statistics course is expected to focus more on developing statistical literacy.