<![CDATA[This study aimed to analyze students’ higher-order thinking skills (HOTS) on dynamic fluid topics. A quantitative descriptive method was employed with 62 eleventh-grade science students from a public high school in Bandung. The instrument consisted of 20 multiple-choice items based on the revised Bloom’s Taxonomy at levels C4 (analyze), C5 (evaluate), and C6 (create). Data were analyzed using the Rasch Model with Ministep 5.10.0. Results showed that 19 items were valid based on Outfit MNSQ, ZSTD, and Pt Mean Corr values. The item reliability was 0.84 (very good), person reliability was 0.72 (fair), and Cronbach’s Alpha was 0.75 (high), indicating acceptable internal consistency and measurement stability. These findings confirmed that the instrument effectively measured students’ HOTS. This study can guide educators in developing learning strategies that foster HOTS in physics. Future improvements could include varying item difficulty and broadening critical thinking indicators to enhance instrument quality.]]>
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