DEVELOPMENT OF HIGHER ORDER THINKING SKILLS (HOTS) ASSESSMENT INSTRUMENTS BASED ON LOCAL HISTORY IN HISTORY LEARNING

This study aims to develop a Higher Order Thinking Skills (HOTS) assessment instrument based on local history in history learning. Existing assessment instruments often only measure low-level cognitive aspects, so it is necessary to develop instruments that can assess students' critical thinking, creativity, and problem-solving skills. The development model used is Tessmer's formative research development model. This study consists of two stages, namely the preliminary stage and the prototyping stage with a formative evaluation flow consisting of expert review, one-to-one evaluation, small group evaluation, and field test evaluation. The instruments developed include essay tests, which integrate local historical narratives to make the questions more relevant and contextual for students. Expert validation results show that these instruments are valid and suitable for measuring students' HOTS. The data collection techniques used in this study are documentation, walkthroughs, observation, and interviews. The assessment instruments developed in this study were tested for quality through content validity, construct validity, reliability, and practicality in implementation. The results of the study show that these instruments are feasible, valid, practical, and effective for use. These instruments are expected to be an alternative for history teachers to evaluate students' higher-order thinking skills more comprehensively.