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Technological developments that are increasingly rapid in the 21st century require various abilities of higher order thinking skills (HOTS) including in mathematics learning. The implementation of the 2013 curriculum is a means to prepare students to face competition in the era of globalization by prioritizing HOTS principles. The purpose of this research was to obtain HOTS-based problem construction with an orientation to the 2013 curriculum assessment standards. This research was quantitative research with factor analysis design. The number of population in this research was 257 students with a sample of 200. The research instrument was in the form of questions in the linear and matrix program material amounted to 50 items with the construction of knowledge dimension variables and HOTS levels. Data analysis techniques used GFI measurement models that met unidimensional test criteria, contract reliability (CR), and variance extracted (VE). The results showed that all items were valid and reliable and met the assumptions of multivariate normality and linearity. Factor analysis obtained indicator construction that could explain well and consistently every latent variable and GFI fit model with non-congeneric model multifactor design. It showed that the model did not meet the unidimensional test so that a re-study of the items forming HOTS C5 level indicator was needed.

HOTS Test Construction Based on Orientation to The 2013 Curriculum Assessment Standards