<![CDATA[The implementation of pedagogical deep learning in the revised Merdeka Curriculum emphasizes mindful, meaningful, and joyful learning through an understand-apply-reflect cycle. However, assessment activities in classroom settings still require approaches that support conceptual reasoning and reflection while considering unequal access to individual student devices. This study aimed to develop and conduct a preliminary expert appraisal of a Wayground Paper Mode assessment-reflection instrument for Grade VII Informatics learning in a student-device-free classroom configuration. The study employed a Research and Development approach adapted from the Analysis, Design, and Development stages of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The developed prototype consisted of teacher and student learning materials, Wayground Q-cards, ten multiple-choice assessment items representing cognitive levels C2–C5, and three written reflection prompts. Preliminary appraisal was conducted by one material expert and one media expert using four-point rating scales. The results indicated favorable evaluations, while several aspects requiring improvement were identified, including conceptual accuracy, Q-card scanning preparation, and the transition from Paper Mode assessment to written reflection. The revision process resulted in additional technical guidance for teachers. This study contributes a design framework that integrates student-device-free cognitive assessment with structured post-assessment reflection while maintaining digital response collection through a teacher-operated device. Further research involving broader expert validation, classroom implementation, and empirical evaluation is required to examine usability and learning effectiveness.]]>
