<![CDATA[AbstrakPerkembangan pendidikan abad ke-21 menuntut guru memiliki kemampuan merancang asesmen yang mampu mengukur Higher Order Thinking Skills (HOTS) serta memanfaatkan teknologi pembelajaran secara efektif. Namun, hasil observasi di SMKN 6 Padang dan SMKN 7 Padang menunjukkan bahwa asesmen yang diterapkan masih cenderung konvensional dan pemanfaatan Artificial Intelligence (AI), khususnya chatbot, dalam proses asesmen masih terbatas. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan meningkatkan kompetensi guru dalam merancang dan mengimplementasikan asesmen berbasis HOTS melalui pemanfaatan ChatGPT. Metode pelaksanaan meliputi sosialisasi, pelatihan praktis, simulasi penerapan teknologi, pendampingan, evaluasi, dan tindak lanjut. Pelatihan difokuskan pada perancangan asesmen HOTS, digitalisasi sumber belajar, serta pemanfaatan ChatGPT dan aplikasi pendukung untuk penyusunan, pelaksanaan, dan analisis asesmen. Hasil kegiatan menunjukkan bahwa peserta mampu menghasilkan modul ajar digital, e-modul, serta perangkat asesmen dan evaluasi berbasis HOTS yang terintegrasi dengan AI. Hasil evaluasi juga menunjukkan peningkatan pemahaman peserta yang ditandai dengan kenaikan rata-rata skor dari 75,4 pada pre-test menjadi 87,2 pada post-test atau meningkat sebesar 15,65%. Temuan ini menunjukkan bahwa pelatihan efektif dalam meningkatkan pemahaman guru terkait HOTS dan pemanfaatan AI dalam asesmen pembelajaran. Meskipun masih diperlukan penguatan pada aspek desain dan pengayaan konten, kegiatan ini telah memberikan dasar yang kuat bagi guru dalam mengembangkan asesmen yang lebih efektif, efisien, dan relevan dengan tuntutan pembelajaran abad ke-21. Kegiatan PKM ini direkomendasikan untuk dilanjutkan melalui pendampingan berkelanjutan guna memastikan keberlanjutan implementasi di sekolah mitra. Kata Kunci: artificial intelligence; asesmen HOTS; chatGPT; guru SMK; pengabdian kepada masyarakat. AbstractThe development of 21st-century education requires teachers not only to master subject matter but also to possess the ability to design assessments that effectively measure Higher Order Thinking Skills (HOTS) and to utilize educational technology efficiently. However, preliminary observations at SMKN 6 Padang and SMKN 7 Padang indicate that the assessments currently implemented remain largely conventional and have not yet optimally measured students’ HOTS. In addition, the utilization of Artificial Intelligence (AI)-based technologies, particularly chatbots, in assessment and learning evaluation processes is still very limited. This Community Service Program (Pengabdian kepada Masyarakat / PKM) aimed to enhance teachers’ competencies in designing and implementing HOTS-based assessments through the utilization of AI technology, specifically ChatGPT. The program was implemented through several stages, including socialization, practical training, technology implementation simulation, intensive mentoring, evaluation, and follow-up activities. The training focused on designing HOTS-based assessments, digitalizing learning resources, and utilizing ChatGPT along with supporting applications for assessment development, implementation, and analysis. The results indicate that teachers were able to produce learning products in the form of digital teaching modules, e-modules, and HOTS-based assessment and evaluation instruments by utilizing ChatGPT. Furthermore, there was an improvement in teachers’ understanding and skills in integrating AI technology into the assessment process. Although further enhancement is still required in terms of design quality and content enrichment, this program has provided a strong foundation for teachers to develop assessments that are more effective, efficient, and aligned with the demands of 21st-century learning. Therefore, it is recommended that this PKM activity be continued through sustained mentoring to ensure the long-term implementation at partner schools. Keywords: artificial intelligence; ChatGPT; community service; HOTS assessment; vocational school teachers. ]]>
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