Lumbung Pustaka UNYA Cognitive Measurement Model for Pre-Service Teachers’ Higher Order of Thinking Skills in Digital Literacy.Begimbetova GuldanaAtymtaevnaauthorHeriRetnawatiauthorThis study aims to; (1) Develop a HOTS digital literacy skills measurement model for prospective teachers at KazNPU, hereinafter referred to as the DLMCI; (2) Evaluate the quality of the digital literacy skills measurement instrument; and (3) Provide empirical evidence regarding the feasibility of measuring pre-service teachers' digital literacy skills, and (4) Analyse the pre-service teachers’ digital literacy HOTS profiles. This study employed a quantitative research method in the context of R&D. The subjects were 151 prospective teachers (n = 151) at KazNPU. The data collection instrument consisted of a two-part test: a Tier-Two Item Test and a Situational Judgment (SJ) in the form of an anti-cyberbullying video. Data analysis was conducted using RStudio version R 4.4.3 to examine the parameters of the developed items. The results showed that (1) the Cognitive Measurement Model, the DLMCI, was successfully developed to assess pre-service teachers’ HOTS digital literacy. The (2) DLMCI has very high content validity, with an Aiken V value of 0.94 and a composite reliability (McDonald's Omega) of α = 0.803. In classical test theory (CTT), Two-tier choice items showed an average a = 0.510, indicating moderate discrimination, and an average difficulty level of b = 0.643. In IRT, the instrument is multidimensional: MDIFF ranges from -1.27 to +1.29, and MDISC between 0.78 and 3.92. The residual correlation r_res. ≈0 supports local independence; the odd￾even theta coefficient (r = 0.925) confirms parameter invariance. Most of the distractors in the items functioned well, indicated by a selection rate above 5%, except for one case with a percentage of 1.3%. The measurement model that best fits the data is the Generalised Partial Credit Model (GPCM). In a logistic scale [-3 to +3], Theta estimates for measuring higher-order thinking skills (HOTS) of digital literacy of prospective teachers at KazNPU are in the range of -3.01 ≤ θ ≤ +2.4. The (3) DMCI demonstrated feasibility when implemented in a real-world setting without hindrances; it is both efficient and environmentally friendly. The (4) HOTS profile of digital literacy among prospective teachers at KazNPU is divided into four categories: Low (-1.93 ≤ θ < -0.85), Medium (-0.85 ≤ θ < 0.23), High (0.23 ≤ θ < 1.31), and Very High (1.31 ≤ θ ≤ 2.4). The minimum and maximum Theta values are -3.00 and +2.4, respectively, with an average Theta of -0.3, which falls into the “Low” category. The Low, Medium, High, and Very High categories are represented by 30 (19.86%), 67 (44.37%), 40 (26.50%), and 14 (9.27%) pre-service teachers, respectively. Therefore, this study recommends that the Ministry of Education in Kazakhstan utilise the DLMCI for data-driven decision-making.Teknologi PendidikanEvaluasi Pendidikan2026-01-07Sekolah Pascasarjana;Penelitian dan Evaluasi PendidikanThesis

For work being deposited by its own author: In self-archiving this collection of files and associated bibliographic metadata, I grant Lumbung Pustaka UNY the right to store them and to make them permanently available publicly for free on-line. I declare that this material is my own intellectual property and I understand that Lumbung Pustaka UNY does not assume any responsibility if there is any breach of copyright in distributing these files or metadata. (All authors are urged to prominently assert their copyright on the title page of their work.)

For work being deposited by someone other than its author: I hereby declare that the collection of files and associated bibliographic metadata that I am archiving at Lumbung Pustaka UNY) is in the public domain. If this is not the case, I accept full responsibility for any breach of copyright that distributing these files or metadata may entail.

Clicking on the deposit button indicates your agreement to these terms.