<![CDATA[The limited use of GeoGebra Classroom as a process-based assessment tool for measuring trigonometry problem-solving skills at the senior high school level highlights the need for an alternative technology-based assessment. This study aims to describe the development process and produce a trigonometry problem-solving skills assessment design for high school students integrated with GeoGebra Classroom and fulfilling the criteria of validity, practicality, and effectiveness. This study uses a research and development method with reference to the nine steps of instrument development according to Retnawati, which include formulating instrument objectives, determining theory and material coverage, compiling indicators, developing test items, expert validation, revision, trial, data analysis, and assembling the final instrument. The results show that the assessment design development process was carried out according to the stages of Retnawati's model and produced six descriptive test items on the trigonometric comparison material of right triangles integrated with GeoGebra Classroom, with very high content validity (Aiken's V = 0.90 – 0.97), practicality in the practical to very practical category, and effectiveness indicated by the proportional level of item difficulty and sufficient to very good discrimination power. Based on these results, it is concluded that the developed trigonometry problem-solving skills assessment design fulfills the criteria of validity, practicality, and effectiveness. Thus, this assessment design has implications as an alternative technology-based assessment that is suitable for use in high school trigonometry learning to support visualization, exploration, and measurement of students' problem-solving skills.]]>
