Higher Order Thinking Skills (HOTS) are skills that must be possessed by
students to develop students critical thinking skills and creative thinking skills in
this 21st century era. In the teaching and learning process, the teacher becomes the
main factor in encouraging students to develop their thinking power through
HOTS-based assessment. This research emphasizes the teachers' understanding of
HOTS, their implementation in the HOTS assessment, and the problems
encountered when implementing the HOTS-based assessment. This research uses
a case study research design. The data were collected through the questionnaires,
interviews, and document study prepared by the teacher. The results showed that
the teachers who participated in this study did not yet have a comprehensive
understanding of the HOTS assessment. In implementing the HOTS assessment,
the majority of teachers still make items in the Lower Order Thinking Skills
(LOTS) category. Teachers also have problems in implementing the HOTS
assessment. This research suggests that the teacher should improve their HOTS
assessment understanding that the teacher can implement the HOTS assessment in
their teaching practice.

Keywords: HOTS, Teachers’ Practices, Teachers’ Understanding, Teachers’
Problems, and Assessment.