Meeting Teachers’ and Students’ Needs: Developing a Contextual Teaching-Based Digital Assessment Model to Enhance Higher-Order Thinking Skills (HOTS)

DOI

10.2991/978-2-38476-483-9_47How to use a DOI?

Keywords

Higher-Order Thinking Skills; Digital Assessment Models; Contextual Teaching and Learning

Abstract

This study investigates the needs of students and lecturers concerning a digital assessment model designed to enhance Higher-Order Thinking Skills [HOTS] through a Contextual Teaching and Learning [CTL] framework. Addressing gaps in the integration of technology in education, the research explores how digital assessments can support critical thinking and practical application in higher education settings. Using a cross-sectional survey design, data were collected from 106 students and 21 lecturers in education departments across Central Java, Indonesia. Participants were selected based on purposive sampling, with lecturers having a minimum of five years of teaching experience. The findings reveal that students prioritize assessments that align with real-life scenarios, foster creativity, and are user-friendly. They also highlight the need for tools that support problem-solving and analytical skills. Lecturers emphasized the relevance of digital tools to pedagogical goals, the importance of professional development, and the necessity of addressing infrastructure challenges, such as connectivity and device availability. These results suggest that integrating HOTS-based assessments with CTL can bridge theoretical and practical learning, enhancing engagement and educational outcomes. The study contributes to educational technology by offering a dual perspective from students and lecturers, providing actionable insights for developing innovative digital assessments. Implications for practice include the need for professional training programs, improved infrastructure, and collaboration between educators and developers to design user-centered tools. Future research should explore the integration of advanced technologies and expand the scope to diverse educational contexts to validate and refine the proposed model.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nina Sofiana
AU  - Santi Andriyani
AU  - Husni Mubarok
AU  - Erna Zumrotun
AU  - Shukor Sanim Mohd Fauzi
AU  - Mohammad Hafiz Bin Ismail
PY  - 2025
DA  - 2025/11/17
TI  - Meeting Teachers’ and Students’ Needs: Developing a Contextual Teaching-Based Digital Assessment Model to Enhance Higher-Order Thinking Skills (HOTS)
BT  - Proceedings of the Jepara International Conference on Education and Social Science 2024 (JIC 2024)
PB  - Atlantis Press
SP  - 368
EP  - 375
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-483-9_47
DO  - 10.2991/978-2-38476-483-9_47
ID  - Sofiana2025
ER  -