The research was intended for analyzing the effectiveness of Higher Order Thinking Skills (HOTS) assessment towards critical thinking skills of high school students in Mathematics lesson. The subjects of this study were students XII-IPA class, SMA Negeri 8 Denpasar, the academic in 2017/2018. Sample selection in this study was applied random sampling technique. The research design used was post-test only control group design. The critical thinking of the student's skill was obtained through tests using HOTS assessment. The data were obtained and analyzed using ttest (2-tailed). The analysis results were to show that HOTS assessment could improve student's critical thinking skills in mathematics lesson effectively. Widana, I., Parwata, I., Parmithi, N., Jayantika, I., Sukendra, K., & Sumandya, I. (2018 (NEA, 2012). The competencies were expressed in 4Cs: (1) Critical thinking and problem-solving. It is included reasoning ability, thinking, making good evaluation and decisions, and solving problems. (2) Communication defines an oral ability, written, and non-verbal communication in various forms, context, and technology; deciphering meaning and aiming; and communicate in diverse environments. (3) Collaboration defines workability in a diverse, flexible, willing to achieve common goals, gather responsibility for collaborative work, and respect for the individual contributions of the team members. (4) Creativity and innovation define a creative ability of the new idea and useful; describe, revise, analyze, and evaluate ideas to improve and maximize problem-solving efforts. KeywordsIn order to achieve the essential competencies that are needed in the 21 st century. Three main components must be implemented comprehensively. (1) The more adaptive curriculum. The curriculum content development can inspire thinking and skills related to the time's challenges. (2) The more participatory learning model, the development of learning models directed to develop collaborative, interactive, creative, and innovative skills; and (3) the more meaningful assessment, namely the development of Contextual Assessment model and the demand for Higher Order Thinking Skill (HOTS). These three components should be run simultaneously and integrated (Andrew and Willingham, 2009).Richard Paul & Linda Elder (2006) defines Critical thinking as art for improving thinking skills in analyzing and evaluating specific problem-solving. A well-trained critical thinker has the ability to (1) formulating key questions and issues, formulating the problem clearly and precisely. (2) collecting and assessing relevant information, using abstract ideas to interpret them effectively. (3) resulting in a logical conclusion and be able to test it using certain criteria and standards. (4) Open minding in alternative thought systems, to recognize and assess, as needed, its assumptions, implications and practical consequences. (5) communicating effectively with others to find problems solutions.The critical thinking skill in included: (1) problem analysis, c...

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This research was aimed to provide an overview of digital test design that created using the Wondershare application and then imported into the Kelase platform to realize good blended learning to improve students' cognitive abilities. The approach of this research was development research, which focused on developing digital test instruments. The stages of development include: making the instrument items, validating the contents of instrument items, analyzing the instrument items, making the final items, importing the final items to Wondershare, and importing the digital tests to the Kelase platform. The research subjects that were involved in simulating content validation were two experts. Item analysis was done by determining the score of content validation and that score then compared with the validity categorization table that refers to Guilford. The validation score of the instrument contents was 0.850, so it was classified as excellent validity. The results of this research showed that 17 final items were imported into the Wondershare application and the Kelase platform, while three items were removed.

Mathematics is one of the essential subjects for vocational students because it is very dominant in developing science and technology. This study aims to produce vocational-based mathematics teaching materials using smartphones that meet the valid, practical, and effective prerequisites. The progressing model used in the test is ADDIE. The validity of the featured material was surveyed by three materials specialists and three media specialists using an assessment and analyzed using the Gregory arrangement. The results of the assessment obtained that the material displayed meets practical needs. The ease of use perspective was assessed by giving a poll to research researchers using the Client Experience Survey (UEQ) and a survey to students using the Framework Convenience Scale (SUS) test. The assessment results based on the Client Experience Poll (UEQ) obtained a normal value of 89.56 with a good standard. As a consequence of the Ease of Use Framework assessment, it was found that normal 89.44 was recognized and within the range of generally very good. The effectiveness of teaching materials is assessed to provide a trial of learning outcomes to students and dissected based on traditional culmination values. Traditional fulfillment awards earned 95%. The advantages of the teaching materials are photos, test questions, and conversational materials according to practice for vocational students, which students can use for independent and group study, both within and outside the organization. Given these results, it can be very well concluded that the vocational-based mathematics learning materials using smartphones have fulfilled the valid, practical, and effective components to be utilized during learning.

The Independent Curriculum policy has implications to the changes of curriculum structure. All educational activities are directed to achieve Project of Pancasila Student Profile Strengthening. The obstacle encountered is that the development of Project of Pancasila Student Profile Strengthening module has not been able to be carried out optimally. Likewise, Pancasila Student Profile formative and summative assessment techniques are not in accordance with regulatory provisions. It is caused by the lack of teacher’s understanding in developing Project of Pancasila Student Profile Strengthening module and the availability of supporting regulations is very minimal. Meanwhile, the availability of Project of Pancasila Student Profile Strengthening module is necessary. The purpose of this community service activity is to improve the ability of SMK Pariwisata Triatma Jaya Tabanan teachers to develop Project of Pancasila Student Profile Strengthening modules in accordance with the characteristics of school. The method used in this activity is STAR method (Situation, Challenge, Action, Reflection and impact). After conducting the activity, the results are the increase of teachers' understanding to the concepts and mechanisms for developing Project of Pancasila Student Profile Strengthening module, and being able to compile module in accordance with the provisions of applicable laws.