Digital Transformation of HOTS Assessment in Elementary School Science Learning: Technological Challenges, Human Resource Readiness, and Contribution to SDG's Achievement

¹ Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
² Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

^* Corresponding author: irhamnugroho.2022@student.uny.ac.id

Abstract

Digitalization of High Order Thinking Skills-based assessments plays a strategic role in supporting science learning in elementary schools, in line with the achievement of the Sustainable Development Goal for quality education. This study aims to identify the main challenges related to technology and human resource readiness in implementing HOTS-based assessment digitalization, as well as to offer strategic solutions to support the sustainability of the program. The research method uses a mixed approach (qualitative and quantitative) through interviews with principals, teachers, and students. The results of the study indicate that technological challenges include limited infrastructure, internet access, and lack of standardized digital media. Meanwhile, low digital literacy of teachers and minimal pedagogical training are the main obstacles from the human resource side. On the other hand, digitalization of HOTS-based assessments has been shown to increase student motivation in science learning, with the potential for wider application through continuous training and infrastructure development. This study recommends the development of cloud-based assessment tools and offline modules for schools with technological limitations, hybrid training for teachers, and integration of national policies that support HOTS-based assessment digitalization. With this step, it is expected that the digitalization of HOTS-based assessments can encourage the development of 21st century skills and achieve inclusive and sustainable implementation.