Robot programming skill classes are becoming more popular. Higher order thinking, on the other hand, is an important issue in developing the skills of 21st-century learners. Truth be told, those two abilities are consistent subjects that are trending in academics. The purpose of this study is to design the components and indicators of a robot programming skill assessment based on higher order thinking. The methodology is divided into two phases: (1) qualitative research: a review of the literature on the issues for the synthesis of components and indicators of the robot programming skill assessment based on higher order thinking; and (2) quantitative research: to test the validity of the robot programming skill assessment by the content validity index test (CVI) with seven experts and the reliability with Cronbach’s alpha statistic test with the questionnaire results from 50 participants. The results show that the synthesized robot programming skill assessment consists of three components with 16 indicators, all of which are accepted for their agreed content validity index assessment (CVI = 1.00), and the internal consistency calculation results for the reliability test are found to have an acceptable reliability (α = 0.747).