<![CDATA[Purpose of the study: This study aims to identify learning obstacles encountered in high school physics, examine teachers’ perceptions of digital assessment, and explore the potential application of a Nonequivalent Control Group Design framework to support improvements in physics learning outcomes and assessment practices. Methodology: A qualitative descriptive approach was employed in this study. Data were collected through classroom observations, semi-structured interviews, observation sheets, interview guides, and field notes. Participants consisted of physics teachers from five senior high schools in Jambi Province, Indonesia. Data were analyzed using thematic analysis to identify recurring themes related to learning obstacles, assessment practices, and digital assessment implementation. Main Findings: The findings revealed that students experienced learning obstacles related to conceptual understanding, mathematical reasoning, abstract physics topics, and limited practical experiences. Low motivation, differences in student abilities, and inadequate learning resources were identified as factors affecting learning outcomes. Teachers perceived digital assessment positively because it increased assessment efficiency, provided immediate feedback, and enhanced student engagement. Internet connectivity and device availability remained the primary challenges during implementation. Novelty/Originality of this study: This study contributes to the literature by integrating the analysis of learning obstacles with the exploration of digital assessment in high school physics education. Unlike previous studies that primarily focused on technology adoption, this research identifies specific instructional challenges and proposes a Nonequivalent Control Group Design framework as a practical basis for evaluating future digital assessment interventions in authentic classroom settings. ]]>
