Technology has undergone very rapid development in various fields, especially in the world of education[cite: 323].
Education is a system that aims to form intelligent, noble, and qualified individuals[cite: 324].
Through education, students are expected to become better and more competent human beings[cite: 325].
In the context of 21st-century learning, technology integration is no longer an option but a necessity[cite: 326].
The Indonesian Ministry of Education and Culture, through Permendikbud No. 21 of 2016 concerning the Content Standards for Primary and Secondary Education, explicitly states that the future competence of students includes having Higher Order Thinking Skills (HOTS)[cite: 327].
This regulation mandates that learning processes and assessments must be directed toward developing students' abilities to analyze, evaluate, and create—the three highest levels in Bloom's taxonomy[cite: 328].
However, the reality on the ground shows a significant gap between policy expectations and classroom practices[cite: 329].
Numerous studies have indicated that Indonesian elementary school students are still inadequately trained in HOTS-oriented problem-solving[cite: 330].
Most mathematics assessments focus on lower-order thinking skills such as remembering (C1) and understanding (C2), with very few questions requiring analysis (C4), evaluation (C5), or creation (C6)[cite: 331].
This discrepancy stems from multiple factors: teachers' limited understanding of HOTS characteristics, lack of available HOTS-based learning resources, and the persistent dominance of conventional teaching methods that emphasize memorization over deep reasoning[cite: 332].
Mathematics, in particular, is a subject that fundamentally requires logical, systematic, critical, and creative thinking[cite: 333].
It is taught from elementary school to equip students with these essential reasoning abilities[cite: 334].
Yet paradoxically, mathematics is often perceived as one of the most difficult subjects by students[cite: 335].
The causes of difficulty in learning mathematics vary widely, ranging from too many mathematical equations and difficult-to-understand material to teaching methods that do not match students' learning styles[cite: 336].
Students frequently complain that mathematics is abstract, disconnected from real-life contexts, and presented in monotonous ways that fail to stimulate their curiosity[cite: 337].
One promising strategy to address these challenges is the use of quizzes in learning[cite: 338].
A quiz is a form of formative assessment that can provide immediate feedback, motivate students, and reinforce learning[cite: 339].
When designed appropriately, quizzes can transform passive learning into active engagement[cite: 340].
More importantly, a quiz oriented toward HOTS can serve as a vehicle for training students' higher-order thinking abilities[cite: 341].
By consistently working on problems that require deep analysis, evaluation, and creative problem-solving, students gradually develop the cognitive habits necessary for HOTS[cite: 342].
Through meaningful learning experiences—where students can connect new information with prior knowledge and real-world contexts—they are better able to retain and apply what they have learned[cite: 343].
Despite these potential benefits, interactive learning quizzes have not yet developed optimally in Indonesia[cite: 344].
Several obstacles hinder the development of interactive quizzes[cite: 345].
First, there is the limited mastery of technology among teachers[cite: 345].
Although many teachers are proficient in basic computer operations, few possess the skills to design and develop interactive multimedia content that integrates text, images, audio, video, and animation cohesively[cite: 348].
Second, the development of computer-based interactive learning materials remains suboptimal due to time constraints, lack of supporting infrastructure, and insufficient training opportunities[cite: 349].
Third, the scarcity of varied learning media contributes to low student motivation during the learning process[cite: 350].
Observations in many elementary classrooms reveal that students often lose focus during mathematics lessons, engaging in chatting, playing, or even dozing off while the teacher explains[cite: 351].
The emergence of increasingly sophisticated technology places a responsibility on educators to think creatively about how to engage students in developing their thinking skills[cite: 352].
Among the various thinking skills that can be developed, higher-order thinking skills are particularly crucial for preparing students to face the complexities of the modern world[cite: 353].
In this regard, teachers can act as facilitators who provide example problems or challenges that actively involve students in the learning process[cite: 354].
A teacher who facilitates HOTS development does not simply deliver content but designs learning experiences that require students to question, connect, reason, and create[cite: 355].
Based on the extensive explanation above, the researcher intends to develop an interactive HOTS-oriented quiz[cite: 356].
This quiz is designed to help students focus during classroom learning by providing an engaging, visually appealing, and cognitively challenging experience[cite: 357].
The media contains instructional materials, explanatory videos, and interactive quizzes[cite: 358].
The interactive quiz will provide immediate feedback in the form of assessment rubrics or scores to students[cite: 359].
Upon completing a set of questions, students receive not only their total score but also individualized feedback on which specific HOTS components need improvement[cite: 360].
With the presence of this attractive and interactive media, it is expected that students' learning focus and comprehension of mathematics material will increase, ultimately leading to improved learning outcomes[cite: 361].
Previous studies have explored various aspects of interactive media and HOTS in mathematics learning[cite: 362].
Gunahardi and Riyanto (2017) examined the effectiveness of interactive multimedia in mathematics learning for students with learning disabilities, finding positive effects but focusing on basic skills rather than HOTS[cite: 363].
Komalasari and Rahmat (2018) developed living values-based interactive multimedia for civic education, demonstrating the potential of value-integrated media but not specifically addressing HOTS[cite: 364].
Sugiyanta and Sukardjo (2017) investigated usability criteria for website-based interactive multimedia in vocational high school mathematics, providing valuable technical insights but at the secondary level[cite: 365].
The novelty of the present study lies in three aspects[cite: 366].
First, it specifically targets elementary school students, an age group where HOTS foundation is critical yet underexplored in interactive media research[cite: 367].
Second, it integrates quiz features with immediate HOTS-specific feedback, a functionality not comprehensively addressed in previous interactive media studies[cite: 368].
Third, it applies a full ADDIE development model with rigorous validation from both media and content experts in the context of Indonesian elementary mathematics[cite: 369].
This combination of target level, feedback mechanism, and contextual rigor distinguishes this research from prior works[cite: 373].
The development of Higher Order Thinking Skills (HOTS) in elementary education has gained increasing attention from researchers and policymakers worldwide[cite: 376].
According to Anderson and Krathwohl (2001), who revised Bloom's original taxonomy, higher-order thinking encompasses the cognitive processes of analyzing (C4), evaluating (C5), and creating (C6)[cite: 377].
These skills are essential for preparing students to solve complex, real-world problems[cite: 378].
In the Indonesian context, Widana (2017) emphasized that HOTS-based assessment should be integrated from an early age, as it trains students to think critically and creatively rather than merely memorizing facts[cite: 379].
However, Pratiwi and Bernard (2018) found that many elementary mathematics teachers still struggle to design HOTS-oriented questions due to limited understanding of Bloom's taxonomy levels and a lack of contextual examples[cite: 380].
Interactive multimedia has been widely recognized as a powerful tool to enhance student engagement and cognitive outcomes[cite: 381].
Mayer (2014), in his Cognitive Theory of Multimedia Learning, posited that combining words and pictures (including animation and audio) improves learning retention because it activates dual channels of information processing[cite: 382].
For young learners, Prensky (2010) argued that interactive media with game-like elements can significantly increase intrinsic motivation, which is crucial for sustained engagement in mathematics[cite: 383].
Sari and Setiawan (2019) developed an interactive multimedia application for fourth-grade fractions and reported that students in the experimental group showed 30% higher post-test scores compared to the control group[cite: 384].
Similarly, Nugraha and Suherdi (2020) found that interactive quizzes with immediate feedback reduced mathematics anxiety among fifth graders, as students felt more confident knowing their mistakes instantly[cite: 385].
The integration of HOTS into interactive quizzes is a relatively new but growing area of research[cite: 386].
Zainuddin et al. (2020) developed a web-based HOTS quiz for middle school science and found that students appreciated the automatic feedback that explained why an answer was incorrect[cite: 387].
For elementary mathematics, Fitriani and Suparman (2021) designed a HOTS-oriented quiz using Kahoot! and reported significant improvements in students' problem-solving skills, particularly in analyzing patterns and evaluating multiple solution strategies[cite: 388, 389].
However, their study relied on a generic platform, whereas the present research by Sinaga et al. developed a customized product with specific HOTS feedback tailored to the Indonesian curriculum[cite: 390, 391].
Hwang et al. (2015) conducted a meta-analysis of 48 studies on game-based learning and concluded that quiz-type games with adaptive feedback have a medium-to-large effect size (d=0.69) on learning achievement, which aligns closely with the Cohen's d of 0.77 found in the present study[cite: 392].
Chen and Law (2016) further noted that the effectiveness of interactive quizzes depends on three factors: (1) question quality (whether items truly measure higher-order thinking), (2) feedback quality (whether explanations guide learners toward correct reasoning), and (3) user interface design (whether navigation is intuitive for children)[cite: 393, 396].
The present study addressed all three factors through rigorous expert validation and ADDIE-based development[cite: 397].
In the Indonesian elementary context, Hendriana et al. (2017) developed a HOTS-based mathematics assessment instrument and found that students' performance on analysis (C4) questions was notably lower than on lower-order questions, indicating a gap that technology-based interventions could fill[cite: 398].
Mulyati and Hidayat (2020) compared conventional worksheets with an interactive PowerPoint quiz containing HOTS items and reported that the interactive group outperformed the control group by 15 percentage points on a post-test[cite: 399].
This finding is consistent with the 12.2-point difference (84.3 vs. 72.1) reported by Sinaga et al., further confirming the value of interactivity for HOTS development[cite: 400].
Limitations identified in previous research include small sample sizes, short intervention periods, and lack of longitudinal follow-up[cite: 401].
Khoirunnisa and Wibawa (2018) recommended that future studies should examine whether HOTS gains persist after several months and whether interactive quizzes can be effectively used in low-resource settings with limited computer access[cite: 402].
Sinaga et al.'s study partially addressed the latter by conducting research in a school with adequate facilities, but they acknowledged that home access remains a challenge[cite: 403].
Gaps filled by the present study: While prior works have developed interactive multimedia (e.g., Gunahardi & Riyanto, 2017) or HOTS assessments (e.g., Retnawati et al., 2018) separately, Sinaga et al. uniquely combined both elements into a single product specifically for fifth-grade mathematics[cite: 404, 405].
Moreover, their use of immediate HOTS-component feedback (e.g., "Your analysis is correct, but your evaluation needs improvement") is more fine-grained than the generic correct/incorrect feedback used in most commercial quiz platforms[cite: 406].
This novelty positions their research as a significant contribution to technology-enhanced HOTS instruction in primary education[cite: 407].
This study employed Research and Development (R&D) methodology[cite: 409, 410].
According to Sutama (2010), R&D is a process or steps to develop a new product or refine an existing product that can be accounted for[cite: 410].
The development model used was ADDIE (Analysis, Design, Development, Implementation, Evaluation), which serves as a guideline for developing effective, dynamic, and supportive learning environments[cite: 411].
The research was conducted from October to December 2024 at an elementary school in Pematangsiantar, North Sumatra, Indonesia[cite: 412].
The selection of this location was based on the school's willingness to participate, the availability of adequate computer facilities, and the principal's support for educational technology innovation[cite: 413].
The subjects of this research were 60 fifth-grade elementary school students, divided into experimental (n=30) and control (n=30) classes[cite: 417].
The selection of fifth grade was based on the consideration that students at this level have sufficient reading comprehension and basic operational skills to independently use interactive multimedia[cite: 418].
The development procedure followed the ADDIE model: (1) Analysis (needs, curriculum, student characteristics, and infrastructure); (2) Design (flowchart, storyboard, HOTS grids, and rubrics); (3) Development (multimedia components, programming logic with iSpring, integration of video, and expert validation); (4) Implementation (testing with users over four meetings); and (5) Evaluation (formative and summative) [cite: 420-431].
Research instruments included validation sheets, practicality questionnaires, and a 20-item HOTS-oriented learning outcome test [cite: 433-441].
Data analysis utilized descriptive quantitative techniques for validity and practicality (using percentage criteria) and independent t-tests for effectiveness, with significance level
The developed product is titled "QUIZ-MATH-HOTS Grade 5" and features three menus: Learning Materials, Interactive Quiz, and Progress Report, designed with engaging visuals and immediate HOTS-specific feedback [cite: 454-459].
Validity testing by experts resulted in an overall score of 86.7% (Very Valid), with specific results shown in the tables below [cite: 460-467].
Practicality assessments involving teachers and students yielded an overall score of 86.1% (Very Practical) [cite: 468-478].
Effectiveness testing showed a statistically significant difference between the experimental group (mean=84.3) and the control group (mean=72.1) with t(58)=4.21, p>0.001, and Cohen's d=0.77, indicating moderate-to-large practical significance [cite: 479-487].
The validity score of 86.7% indicates that the product meets quality standards, effectively bridging the gap between abstract mathematical concepts and practical application through contextual scenarios [cite: 501-507].
The practicality score of 86.1% confirms user ease and benefit; although time efficiency was rated slightly lower (75%) by teachers due to the reading required by the feedback mechanism, this remains within valid parameters [cite: 509-514].
The effectiveness results, showing a significantly higher mean for the experimental group (84.3 vs. 72.1), are supported by Hattie’s (2009) threshold, suggesting that the interactive quiz is a highly effective intervention [cite: 516-521].
The superior performance is attributed to the immediate feedback mechanism preventing incorrect reinforcement, embedded scaffolding guiding cognitive processes, and gamification elements tapping into student motivation [cite: 522-527].
This study extends existing literature by specifically addressing HOTS in elementary mathematics, unlike prior studies that focused on civic education or technical usability without cognitive outcomes [cite: 528-534].
The successful development and validation confirm that with proper scaffolding, elementary students can meaningfully engage with higher-order thinking [cite: 535-537].
The study successfully developed an interactive, HOTS-oriented mathematics quiz using the ADDIE model, proving its validity (86.7%), practicality (86.1%), and effectiveness in improving student learning outcomes (p>0.001, d=0.77) [cite: 538-540].
The research provides both a validated learning tool and empirical evidence for technology-enhanced HOTS instruction in primary education [cite: 541-543].
Teachers are recommended to integrate these quizzes regularly for formative assessment and use progress reports for personalized reinforcement, while future research should explore longitudinal effects, compare with other active strategies, and investigate AI-driven adaptive difficulties [cite: 544-550].