Abstract
In the hierarchy of cognitive processes, Higher Order Thinking Skills (HOTS) is the highest level that requires high-level creative thinking and action which includes the ability to analyze, evaluate, and create. The purpose of this study was to identify the factors that affect the ability of teachers in preparing HOTS-based assessments. This study uses a descriptive or exploratory approach with a qualitative descriptive strategy involving 28 high school mathematics teachers in the provinces of Bali, NTB, and NTT. Research data were collected through in-depth interviews, questionnaires, and documentation analysis. The results showed that in general the teacher's ability in compiling HOTS-based assessments was in a fairlygood category with a percentage of 48.90. The indicator of understanding the HOTS concept is in the good category with a percentage of 72.14%; indicator of completeness of references related to digital literacy with a percentage of 35.71%; 72 in the low category the indicator of developing a HOTS assessment related to motivation has a percentage of 34.82%; and the indicator of modifying the content for HOTS questions related to creativity has a percentage of 17.86%. It is recommended that intensive training be carried out for teachers, especially high school mathematics teachers in preparing HOTS-based assessments.
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