Strengthening Context-Based HOTS Assessment in Science Learning under the Merdeka Curriculum

Abstract

This study explores the implementation of contextual higher-order thinking skills assessment in science learning within the Merdeka Curriculum and aims to strengthen teachers’ competence in designing and applying authentic assessments. The work was conducted through a community empowerment program involving science teachers from Muaro Jambi, who participated in a series of workshops, training sessions, and guided practice on assessment design. Using questionnaires, interviews, and analysis of teachers’ assessment practices, the study identified key challenges across all stages of assessment, including planning, implementation, reporting, reflection, and the integration of digital tools. The results show that teachers still face difficulties in understanding project-based assessment, formulating higher-order thinking questions, managing time, and facilitating students with low literacy and limited digital readiness. The workshop program successfully improved teachers’ knowledge of assessment concepts, strengthened their ability to develop contextual higher-order thinking questions, and increased their confidence in applying diagnostic, formative, and project assessments. Teachers also reported greater awareness of the importance of reflection, feedback, and the use of assessment results to improve learning. The study concludes that continuous professional development, technical guidance, and adequate school support are essential to optimize assessment implementation in the Merdeka Curriculum. It is recommended that future programs include more targeted training, extended mentoring, and improved digital infrastructure to ensure that teachers can design and implement high-quality assessments that promote deeper scientific understanding and meaningful learning.