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This study aims to develop an instrument to measure students' Higher Order Thinking Skills (HOTS) in mathematics that integrates Islamic context and identify the Islamic context which becomes the student's constraint in answering HOTS test items. The study was conducted through 5 stages: developing test specifications, writing test, reviewing test items, administering the test try-out and analysing the test. The instruments included question in algebra, statistics and arithmetic, taking Islamic contexts of muamalah, fiqh and aqidah. The instruments were tried out to 165 grade-9 students in 4 Madrasah Tsanawiyah or junior secondary schools in East Java. The try-out results were analysed using Item Response Theory (IRT) with BILOG-MG software and triangulated using descriptive analysis to find items that are difficult. The results show that out of 8 test items developed, 1 item has to be taken out from the analysis because it has a negative point biserial correlation. Five items have good discrimination level and guessing level. The other 2 items have either low discrimination level or high difficulty level. The students find difficulties in answering questions with the context of muamalah and fiqh that require HOTS. However, students find it easy to answer questions using the context of aqidah.
Kusaeri et al. (Sat,) studied this question.