A Quizizz-assisted higher-order thinking skills test instrument for 15- to 16-year-olds

Source abstract

Twenty-first-century education requires students to develop higher-order thinking skills (HOTS) to address increasingly complex challenges. This study aimed to develop a Quizizz-assisted HOTS test instrument for Grade 10 students studying quantities and measurements and evaluate its feasibility, validity, reliability, and student responses. The study employed a research and development approach using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through expert validation sheets and student response questionnaires. Validation by two subject-matter experts, two assessment experts, and two media experts yielded feasibility scores of 83.3%, 95.5%, and 92.2%, respectively, with an overall score of approximately 90%, indicating high feasibility. Construct analysis showed that 30 four-tier multiple-choice items and 20 essay items met the established validity criteria. Reliability coefficients were 0.94 and 0.84, respectively, indicating very high reliability. Student responses reached approximately 84%, reflecting positive acceptance of the instrument. The implications of this study highlight the potential of the Quizizz-assisted instrument to support physics educators in assessing students’ analytical, evaluative, and creative thinking skills and diagnosing conceptual understanding and misconceptions. These findings may inform targeted instructional interventions and improvements in physics teaching and learning.