Developing the MathSci 21st app: Enhancing higher-order thinking skills assessment in mathematics and science education within an Islamic context

Abstract

The innovation of digital assessment holds profound potential for enhancing educational quality. To measure higher-order thinking skills, intrinsic to effective problem-solving in science and mathematics education, and to cultivate digital literacy, a specialized platform is imperative. This study delineates the developmental trajectory of the MathSci 21st app, designed to assess mathematics and science proficiency within the Islamic context. Emphasizing the pivotal role of higher-level thinking skills in the contemporary landscape, the research method unfolds across distinct phases: Akker (preliminary research), prototype stage (prototyping), summative evaluation, and systematic reflection and documentation. This article confines its focus to preliminary research and prototype stages. The validation of the application prototype engaged a panel of ten experts, while a controlled trial encompassed 32 high school students and one educator. Utilizing observation sheets, questionnaires, and tests as research tools, comprehensive data analysis was executed employing both quantitative and qualitative methods. Research outcomes affirm the feasibility of the Prototype MathSci 21st app, an Android-based competency assessment tool characterized by its integrated and contextual dimensions. Android-based applications not only heighten efficiency and efficacy but also exhibit environmental conscientiousness by reducing paper usage. Additionally, their user familiarity augments acceptability. Significantly, the MathSci 21st app expedites assessment, empowering educators to provide prompt feedback and expedite future learning analysis. This study pioneers a digital assessment paradigm tailored to intricate higher-order thinking skills, thereby addressing critical educational imperatives in mathematics and science within the Islamic milieu.