Abstract
Information on students' ability in higher-order thinking obtained during the learning process can certainly provide an overview for teachers to evaluate appropriate and effective learning. In this context, how can a teacher properly carry out diagnostic and remedial teaching based on the information on student abilities obtained? Therefore, this study aims to provide a disclosure analysis technique for the acquisition of students' abilities in higher-order thinking. This research is one of the stages of Design-Based Research (DBR), which is a reflection to produce design principles and perfect their implementation. Determination of the research sample is done by using the purposive sampling technique. Data collection of students' ability in higher-order thinking was done through HOTS-based test questions developed based on the cognitive hierarchy adopted from Bloom's taxonomy. The results of the acquisition of students' abilities in higher-order thinking were then analyzed through Rasch modeling with the help of the Winsteps 3.75 application. Based on the results of Rasch modeling, it was obtained that the students' abilities were grouped into high, medium, and low categories and had a level of suitability of abilities that did not need to be reviewed, and there were no biased student abilities. The results of data processing and analysis of students' ability in higher-order thinking have implications for teacher actions in carrying out appropriate and effective learning evaluations as well as mapping students' abilities in higher-order thinking with unbiased conformity