<![CDATA[Penelitian ini bertujuan untuk: (1) memetakan praktik guru dalam mengukur kemampuan berpikir tingkat tinggi (HOTS), (2) mengevaluasi langkah pengembangan instrumen, (3) menilai kelayakan instrumen melalui validitas dan reliabilitas, serta (4) menggambarkan tingkat HOTS pada mata pelajaran Ekonomi kelas XI di SMA Negeri Sub Rayon V Klaten. Penelitian pengembangan menggunakan model Borg & Gall yang dimodifikasi. Perumusan butir mengikuti tahapan konseptual yang menekankan penjabaran indikator HOTS dan penyusunan stimulus kontekstual. Subjek penelitian melibatkan 155 siswa kelas XI IPA. Data dikumpulkan melalui tes; validasi isi dilakukan oleh pakar menggunakan analisis Aiken’s V, dan analisis butir dilakukan dengan Iteman 3.00. Hasil menunjukkan: (1) guru pada umumnya belum melaksanakan pengukuran HOTS secara sistematis; (2) tahapan pengembangan mencakup studi pendahuluan, perencanaan, pengembangan produk awal, uji coba awal, revisi, uji coba akhir, dan finalisasi; (3) terbentuk 16 butir yang dinyatakan valid berdasarkan penilaian pakar, dengan koefisien reliabilitas Alpha sebesar 0,796 (tinggi); (4) tingkat HOTS siswa pada mata pelajaran Ekonomi berada pada kategori sedang. Temuan menegaskan perlunya penguatan kapasitas guru dalam asesmen HOTS dan perluasan bank soal berbasis konteks agar pengukuran lebih akurat serta berkontribusi pada perbaikan pembelajaran. Design and feasibility of a grade XI Economics HOTS test using a modified Borg & Gall Model Abstract: This study aims to: (1) map teachers’ practices in measuring Higher-Order Thinking Skills (HOTS), (2) evaluate the steps of instrument development, (3) determine instrument feasibility through validity and reliability, and (4) describe HOTS levels in Grade XI Economics at state senior high schools in Sub-Rayon V, Klaten. A modified Borg and Gall development model was employed. Item construction emphasized the articulation of HOTS indicators and context-rich stimuli. Participants were 155 Grade XI science-track students. Data were collected through a test; content validity was established by experts using Aiken’s V, and item analyses were conducted with Iteman 3.00. Results indicate that: (1) teachers generally have not implemented systematic HOTS assessment; (2) the development cycle comprised preliminary study, planning, initial product development, pilot testing, revision, final testing, and finalization; (3) the resulting instrument contains 16 expert-validated items with an Alpha reliability coefficient of 0.796 (high); and (4) students’ HOTS in Economics fell within the moderate category. These findings highlight the need to strengthen teachers’ assessment capacity and to expand a context-based item bank so that HOTS measurement becomes more accurate and meaningfully informs instructional improvement.]]>
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