<![CDATA[Higher Order Thinking Skills (HOTS) serve as a crucial indicator in learning, as they encourage students to analyze information, evaluate issues, and develop ideas. This study aims to analyze: (1) the implementation of a HOTS-based instructional design for Islamic Religious Education (PAI) regarding the topic of Syu’abul Iman (Branches of Faith) in Grade X at SMAN 1 Mataram; and (2) the types of learning activities that foster the development of students' creative thinking. A qualitative, descriptive research approach was employed. Data were collected through two classroom observations, interviews with the PAI teacher and three students, and a review of instructional documentation. The data underwent thematic analysis by categorizing findings according to the revised Bloom's Taxonomy and subsequently triangulating the results from observations, interviews, and documentation. The findings indicate that the HOTS-based instructional design was implemented through the use of student worksheets or modules, material review, Quranic literacy activities, verse translation, contextual questioning, case studies, reflection, comparative analysis of opinions, and daily assignments. Activities corresponding to levels C1–C3 were evident in tasks involving recalling, understanding, and applying the material, whereas levels C4–C5 were observed in activities such as analyzing behaviors, providing justifications, connecting verses to daily life, and evaluating the alignment of behavior with values of faith. Activities fostering level C6 and creative thinking such as formulating examples, elaborating on explanations, and proposing solutions were beginning to emerge, though not yet consistently across all students. This study demonstrates that the PAI instructional design for the Syu’abul Iman topic has progressively shifted from lower-order thinking skills toward higher-order thinking skills.]]>
