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Isti Nurhayati
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REKONSTRUKSI INSTRUMEN HOTS DALAM PEMBELAJARAN PAI BERBASIS TAKSONOMI ANDERSON DAN PENALARAN ETIK ISLAMI Isti Nurhayati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55971

Abstract

The growing emphasis on Higher Order Thinking Skills (HOTS) in Islamic Religious Education (IRE) calls for assessment practices that foster not only cognitive competence but also ethical judgment grounded in Islamic values. Existing HOTS assessment instruments, however, remain largely confined to cognitive dimensions. This study reconstructs a HOTS assessment framework by integrating Anderson's Taxonomy with Islamic ethical reasoning through a qualitative library research design and conceptual analysis. The analysis synthesizes theories of HOTS, Islamic ethical reasoning, and previous studies to formulate a new conceptual framework. The findings reveal that current HOTS assessments in IRE inadequately measure students' ability to identify Islamic values, weigh maslahah and mafsadah, construct Sharia-based arguments, and make ethically informed decisions. The proposed Cognitive-Ethical HOTS framework extends conventional cognitive assessment by incorporating ethical reasoning, offering a more holistic and contextually relevant model for evaluating intellectual and moral competencies in Islamic Religious Education.
PENGEMBANGAN MODEL KONSEPTUAL INTEGRASI GENERATIVE ARTIFICIAL INTELLIGENCE DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS ETIKA ISLAM Isti Nurhayati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57260

Abstract

The development of Generative Artificial Intelligence (GenAI) has opened new possibilities for learning innovation while also raising ethical, epistemological, and pedagogical concerns in Islamic Religious Education (PAI), particularly because PAI is not limited to the transmission of knowledge but is also directed toward the formation of faith, moral conduct, and religious character. In response to this issue, this study formulates a conceptual model for integrating GenAI into PAI learning based on Islamic ethics through library research, employing a conceptual research design and an integrative literature review. The literature analyzed includes studies on Artificial Intelligence in Education, Generative AI, AI Ethics, digital pedagogy, PAI, and Islamic ethics, which were examined through qualitative content analysis and conceptual synthesis involving concept identification, categorization, relational analysis, conceptual integration, and model formulation. The main findings affirm that GenAI should not be positioned merely as an instructional tool, but rather as part of a pedagogical-ethical system that connects technology, values, and human responsibility. The proposed model positions GenAI as a pedagogical instrument, Islamic ethics as a mediating mechanism, PAI teachers as curators and verifiers, learning strategies as operational bridges, and AI literacy, critical thinking, Islamic ethical reasoning, and religious character as integrated learning outcomes. This framework offers a conceptual contribution to the development of GenAI-based PAI learning that is critical, responsible, and rooted in Islamic values.
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