Teachers’ Difficulties in Developing HOTS-Based Assessments Using Google Forms for Grade V Science Learning

Siti Uswatun Khasanah (Universitas Islam Negeri Sunan Kalijaga Yogyakarta)
Andi Prastowo (Universitas Islam Negeri Sunan Kalijaga Yogyakarta)
Tiara Arvah (Universitas Islam Negeri Sunan Kalijaga Yogyakarta)
Tri Ulandari (Universitas Islam Negeri Sunan Kalijaga Yogyakarta)
Afil Fres Seftiana (Universitas Islam Negeri Sunan Kalijaga Yogyakarta)

Jurnal Ragam Pengabdian
Vol. 3 No. 3 (2026): September-Desember Integrating Multidisciplinary Knowledge for Sustainable Comm

This study aims to investigate the challenges faced by elementary school teachers in developing Higher Order Thinking Skills (HOTS)-based assessments using Google Forms in Grade V Science learning at an elementary school in Yogyakarta. A descriptive qualitative approach was employed, and data were collected through document analysis, interviews, and classroom observations. The findings reveal several major difficulties, including challenges in identifying operational verbs according to the revised Bloom’s Taxonomy, constructing analytical and application-level questions, and integrating HOTS items into Google Forms. Furthermore, instrument validation was not optimally carried out due to limited technical knowledge, insufficient training, and underutilization of Google Forms’ automatic analysis features. These results indicate the need to enhance teachers’ pedagogical competence and digital literacy to ensure effective HOTS-based assessment. Continuous professional development, technical support, and active engagement in professional learning communities such as KKG are recommended to improve the quality and validity of HOTS assessment in accordance with the Merdeka Curriculum.