<![CDATA[Purpose of the study: This study aims to analyze the need for implementing HOTS-based digital assessment in physics learning and to identify learning challenges, assessment practices, and opportunities for enhancing senior high school students’ critical thinking skills through the integration of digital technologies. Methodology: This study employed a descriptive qualitative research design using a needs analysis approach. Data were collected through semi-structured interviews involving five senior high school physics teachers. The research instrument was an interview guide consisting of ten questions. Data were analyzed using thematic analysis, including transcription, coding, categorization, and interpretation of emerging themes. Main Findings: Physics learning remains predominantly teacher-centered, resulting in limited student participation and engagement. Students demonstrated difficulties in solving analytical and contextual problems requiring higher-order thinking skills. Critical thinking skills were not optimally developed due to conventional assessment practices. Teachers expressed a strong need for HOTS-based digital assessment and identified Quizizz and PhET as potential technologies to support student engagement, conceptual understanding, and critical thinking development. Novelty/Originality of this study: This study contributes by focusing on the needs analysis of HOTS-based digital assessment in physics learning before intervention implementation. It integrates issues of student participation, critical thinking skills, assessment practices, and digital technology readiness within a single framework. The study also highlights the combined potential of Quizizz and PhET to support assessment innovation and critical thinking development in physics education.]]>
