<![CDATA[This research is motivated by the demand for the development of Higher Order Thinking Skills (HOTS) in Islamic Religious Education (PAI) learning, which has not been fully implemented optimally, particularly in terms of the alignment of learning design. This study aims to analyze PAI learning design based on constructive alignment and examine the alignment between learning objectives, learning activities, and assessments in supporting HOTS at SMAN 17 Surabaya. This research employed a qualitative approach with a case study. Data were collected through interviews with one PAI teacher and documentation studies of 3 teaching modules and related learning tools. The results show that the learning design has oriented towards the principle of constructive alignment, but its implementation is still partial, mainly due to limited teacher competence in designing HOTS-based assessments and the dominance of traditional teaching practices. Learning objectives reflect HOTS, but activities and assessments do not fully support it. For example, some learning objectives require students to “analyze” social deviant behavior (C4 level), while the corresponding learning activities only ask students to “explain” concepts through lecture and simple discussion, and the assessment items mainly measure understanding using multiple-choice and short-answer questions. This indicates a clear misalignment between intended outcomes, instructional activities, and assessment practices. As a result, HOTS development is not optimally achieved. This study emphasizes the importance of designing learning in an integrative and aligned manner, as well as strengthening teacher capacity in developing HOTS-oriented activities and assessments to ensure effective learning outcomes.]]>
