<![CDATA[This study designs a digital assessment interface to support the initial identification of learning difficulties among students at SMK Negeri 4 Surabaya. The existing assessment process uses printed question and answer sheets, requiring counselling guidance teachers to review responses and archive assessment documents manually. This study aims to develop a desktop-based student interface that presents the assessment process in a more structured manner without changing the content or sequence of the existing instrument. The design process applied four stages of Design Thinking: empathize, define, ideate, and prototype. Primary data were collected through semi-structured interviews with a counselling guidance teacher and a homeroom teacher to identify the assessment process, user needs, and design requirements. The result is a high-fidelity interactive prototype consisting of user selection, identity input, readiness and instruction pages, numerical, spatial, and language assessment pages, answer confirmation, and an assessment completion page. The interface applies gradual information presentation, clear visual hierarchy, progress indicators, and back-next navigation to support students during the assessment. Assessment results and learning-difficulty categories are not displayed to students because interpretation and follow-up remain the responsibility of the counselling guidance teacher. This design serves as a supporting medium for initial identification and does not constitute a psychological diagnostic tool or a fully implemented information system]]>
