Nia Kania, Yaya S. Kusumah
Abstrak. The Framework for 21st Century Learning indicates the skills required in this century revolve around higher-order-thinking skills (HOTS). HOTS is crucial for preparing students in the 21st century, since teachers are the ones who carry out education. This study aims to explore the skills of a teacher in designing HOTS measuring instruments. However, teachers still have difficulties in developing valid and reliable instruments to measure HOTS. This study is qualitative research, with a phenomenological research design. This research to aims to determine the cause factors of the difficulties encountered by teachers in designing HOTS questions on mathematics. The instrument used for data collection was carried out either by documenting the results of the study in the form of preparing HOTS essay questions Collecting data is conveyed by implementing the following activities: participant observation, interviews, and focus group discussions or by conducting interviews. The participants of this study were 2 high school mathematics teachers. The study's findings demonstrate that instructors still struggle to teach HOTS in the classroom, particularly (1) teachers’ understanding of HOTS is still poor, (2), teacher difficulties emerge in preparing learning tools based on HOTS, and (3) it is quite difficult for most teachers to design and implement HOTS-based assessments. If a teacher is not skilled enough to develop a HOTS measuring instrument, the students' HOTS skills at school cannot be measured properly. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
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