The increasing use of smartphone-based physics experiments has become a theme of many physics education-related research and publications, including its actual implementation inside the classroom. Measuring this scientific process and teachers’ and students’ corresponding conceptual understanding is needed. This paper aims to create a well-designed, reliable, validated integrated instrument to measure the intervention’s impact on the student’s conceptual understanding and science process skills (SPS) of various physics topics. The reliability measure was internal consistency using Cronbach’s alpha, and the validity measures were content and construct validity. The instrument was found reliable with an alpha point estimate value of 0.766, which is considered to be acceptably good. The content validity index revealed some items as inappropriate, so they were removed, and 30 items were appropriate. The exploratory factor analysis (EFA) revealed ten components that were measured in the instrument. These components were classified by their factor loads using orthogonal rotation in varimax. The manual analysis of these factor loads revealed that the EFA was measuring the teachers’ cognition level based on the question’s science process skills level. The most dominant scores were from remembering and lowly from evaluating level. This revealed the power of the instrument to integrate the SPS and conceptual understanding constructs into one instrument. The instrument is now validated; therefore, this paper suggests using this instrument to measure the level of integrated physics SPS and conceptual understanding during a smartphone-based physics experiment.