Deden Dicky Dermawan, Wuri Wuryandani, Herwin Herwin, MT Hartono Ikhsan, Sendi Fauzi Giwangsa, Faisal Sadam Murron, Desi Destiana Agusman, Radinal Fadli
This research aims to develop an assessment of higher-order thinking skills (HOTS) via a mobile web-based Quizizz app that is feasible and practical to use. This research uses an R&D design (Research and Development) with the ADDIE model (analysis, design, development, implementation, and evaluation). The results of validation, reliability, and characteristics of HOTS items show that the HOTS instrument is valid and shows a high level of reliability. Item analysis shows that some items need to be revised, while other items are acceptable or categorised as good. In addition, the analysis of the level of difficulty of the questions showed a balanced distribution between easy, medium, and difficult questions, reflecting the comprehensive nature of the assessment. The practicality test with four raters showed that this assessment tool was very practical. These findings indicate that the use of assessments with validation, reliability, and item characteristics is very important, especially in training students’ thinking skills by using HOTS assessments and mobile web-based platforms such as Quizizz. The platform not only improves the quality of learning but also encourages innovation in mobile development and offers valuable insights into educational institutions’ technology updates and variations in device accessibility. Recommendations include continued research for platform optimization, integration into broader educational environments, and adaptation to evolving technologies to support higher-order thinking skills in the digital age. This research also has limitations, such as the need for continuous refinement of the assessment tool to ensure its effectiveness across diverse educational contexts and technological advancements. © (2025), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.
Department of Elementary Education, Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Sleman, Indonesia; Department of Elementary School Teacher Education, Universitas Islam 45, Bekasi, Indonesia; Department of Elementary School Teacher Education, Universitas Sebelas April, Sumedang, Indonesia; Department of Primary School Teacher Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Information Technology Education, Universitas Lampung, Lampung, Indonesia
