<![CDATA[This study was motivated by the limitations of existing assessment instruments, which failed to measure students' higher-order thinking skills, specifically idea fluency, judgment, and decision-making. The study aimed to create a valid, practical, and effective assessment instrument for elementary school students. The development model employed was the RDR (Research, Development, Research) model developed by Borg & Gall. A research and development method was used, comprising analysis, development, and evaluation stages, with 35 sixth-grade students serving as subjects. Data collection utilized non-test approaches, specifically expert validation sheets and questionnaires. Data analysis involved content validity testing (Gregory's method), practicality analysis, normality testing, and a paired-sample t-test. The results revealed a validity coefficient of 1.00 (very high), practicality levels of 97% (students) and 96% (teachers), and a normal data distribution (Sig. > 0.05). Hypothesis testing yielded a significance value of 0.000 (<0.05), indicating a substantial improvement in students' abilities. The study concludes that the instrument is effective in both measuring and enhancing students' thinking skills. It offers a viable alternative assessment tool that supports 21st-century learning.]]>
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