<![CDATA[This study aims to examine the planning, implementation, and evaluation of Higher Order Thinking Skills (HOTS)-based Islamic Religious Education learning at SMA Negeri 18 Palembang. This research employed a descriptive qualitative approach, with data collected through in-depth interviews, direct observation, and documentation. The findings indicate that HOTS integration in learning planning is supported by the school's commitment through a local curriculum that provides guidelines for teachers. PAI teachers implement specialized learning strategies, develop HOTS-based teaching modules, and create inclusive learning environments. In Grade XI, HOTS-based learning encourages active student participation through open discussions, case study analyses, and the exploration of sensitive topics to stimulate critical thinking. However, teachers encounter challenges related to material sensitivity and student motivation. These challenges are addressed through appropriate learning approaches, connections between learning materials and contemporary issues, and formative assessments. Learning evaluations indicate improvements in students' understanding of Islamic teachings and higher-order thinking skills. Teachers also apply varied assessment techniques to evaluate learning outcomes. Furthermore, school principals play an essential role in supporting HOTS implementation through teacher training, resource provision, and the development of a supportive learning environment.]]>
