Reconstruction of Islamic Religious Education Learning Oriented to Higher Order Thinking Skills (HOTS)

Rhada Clesya Chanan Khan; Khairuddin Lubis

doi:10.58230/r9pqj373

Authors

Rhada Clesya Chanan Khan Faculty of Islamic Religion, Universitas Alwashliyah, Medan, Indonesia
Khairuddin Lubis Faculty of Islamic Religion, Universitas Alwashliyah, Medan, Indonesia

DOI:

https://doi.org/10.58230/r9pqj373

Keywords:

Islamic Religious Education, Higher Order Thinking Skills (HOTS), Learning Reconstruction

Abstract

Islamic Religious Education (IRE) in the 21st century faces challenges in developing students' Higher Order Thinking Skills (HOTS). The implementation of HOTS in IRE learning remains largely oriented toward memorization and knowledge transfer. This study aims to analyze the urgency of implementing HOTS and to formulate a conceptual model for reconstructing IRE learning in accordance with the demands of 21st-century education.

The study employed a literature review method using a descriptive qualitative approach. Data were collected from 35 scientific articles, academic books, and relevant supporting documents, and were analyzed through data reduction, data display, verification, and thematic synthesis.

The findings indicate that the reconstruction of IRE learning should be carried out through the integration of learning objectives, instructional strategies, learning media, and HOTS-based assessment. This study proposes a conceptual model of HOTS-based IRE learning that integrates Islamic values, contextual problems, higher-order thinking activities, religious reflection, and Islamic social action.

The model is expected to develop students who are religious, critical, creative, adaptive, and capable of addressing the challenges of the 21st century without losing their Islamic identity.

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