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All Journal ALACRITY : Journal Of Education Tadbiruna: Jurnal Manajemen Pendidikan Islam Semanggi: Jurnal Pengabdian kepada Masyarakat Leader: Jurnal Manajemen Pendidikan Islam Al-Hashif: Jurnal Pendidikan dan Pendidikan Islam Al-Hayat: Journal of Islamic Education Pase: Journal of Contemporary Islamic Educational Jurnal Ilmiah Guru Madrasah (JIGM)
Wardhani, Nia
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Analisis Pelaksanaan Pembelajaran Pendidikan Agama Islam Berbasis Higher Order Thingking Skills (HOTS) di SMA Negeri 1 Gandapura Putri, Rizka Nadia; Wardhani, Nia; Dayusman, Edo Alvizar
Pase: Journal of Contemporary Islamic Education Vol. 3 No. 2 (2024): Pase: Journal of Contemporary Islamic Education
Publisher : Pascasarjana IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/pase.v3i2.5212

Abstract

This study aims to analyze the implementation of Higher Order Thinking Skills (HOTS) in Islamic Religious Education (PAI) learning at SMA Negeri 1 Gandapura and to identify the challenges encountered in its application. This research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings reveal that PAI teachers have made efforts to integrate HOTS elements in lesson planning through 4C-based lesson plans (Critical thinking, Creativity, Collaboration, and Communication) and by applying discussion methods and contextual learning that connect Islamic values with students’ real-life situations. However, the classroom implementation of HOTS still faces several obstacles, including limited teacher understanding of HOTS concepts, low student engagement in critical thinking processes, and inadequate facilities and evaluation systems to support analytical and creative learning. These findings indicate that the implementation of HOTS in PAI is in a transitional phase from conceptual planning to reflective practice. The study recommends strengthening teachers’ pedagogical competencies through reflective training, optimizing technology-based learning media, and developing evaluation systems that foster analytical thinking and moral application in daily life.
Conceptual Analysis of the Student Teams Achievement Division (STAD) Model in Islamic Religious Education Learning Mufidah, Fathinah; Wardhani, Nia; Yusnaini, Yusnaini
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.112

Abstract

This study aims to provide a conceptual analysis of the Student Teams Achievement Division (STAD) learning model in the context of Islamic Religious Education (IRE). The method employed is a literature review using a conceptual analysis approach of relevant sources, including books, academic journals, and previous research findings. The analysis focuses on the theoretical foundations, characteristics, implementation procedures, as well as the strengths and limitations of the STAD model in IRE learning. The findings indicate that the STAD model has significant potential to enhance student engagement, promote collaborative learning, and improve understanding of religious concepts through constructive social interaction. Furthermore, the implementation of STAD aligns with Islamic values such as cooperation (ta’awun) and togetherness. However, its effectiveness largely depends on teacher readiness, classroom management, and student characteristics. Therefore, appropriate implementation strategies are required to optimize the use of the STAD model in Islamic Religious Education.
Implementing Higher-Order Thinking Skills Oriented Assessment in Islamic Religious Education Rahmah, Syarifah; Ramlan; Wardhani, Nia; Alwiyah, Syarifah; Syarboini
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.152

Abstract

This study aims to critically examine the implementation of Higher Order Thinking Skills (HOTS)-oriented assessment in the first-semester final examination of Islamic Religious Education (IRE) at SD IT Anak Shaleh, with particular attention to the coherence between instructional planning, classroom enactment, and evaluative practices in fostering students’ higher-order cognitive capacities. Employing a qualitative descriptive design with a content analysis approach, the research collected data through non-participant observation, semi-structured interviews, and systematic document analysis of assessment instruments, syllabi, learning outcomes, and institutional archives. This study analysed data through iterative stages of reduction, categorical display, and inferential interpretation and ensured credibility through methodological and source triangulation, peer debriefing, and audit trail validation. The findings reveal that HOTS-based items predominantly target the L4–L6 cognitive levels of Bloom's Revised Taxonomy and align with the Merdeka Curriculum framework. The integration of the REACT pedagogical model (relating, experiencing, applying, communicating, and transferring) effectively enhanced contextual reasoning, analytical judgment, evaluative reflection, and creative synthesis across core IRE domains, including aqidah, fiqh, and Qur’an-Hadith. Quantitative score trends indicate a substantive improvement in student performance, increasing from an initial range of 50%–65% to 70%–82%, representing gains of 17%–22%, thereby substantiating the efficacy of HOTS-oriented assessment in activating advanced cognitive processes. Despite these contributions, the study faces limitations due to its single-site scope and reliance on qualitative interpretation, which may constrain generalisation. The originality of this research lies in its integrative analysis of learning objectives, instructional processes, and summative assessment within a unified HOTS framework at the primary level, positioning teachers as deliberate designers of cognitive architecture rather than mere evaluators.
Co-Authors Alwiyah, Syarifah Dayusman, Edo Alvizar masyithah, dian Maya Safitri Mufidah, Fathinah Muhammad Iqbal Muhammad Iqbal Muliana Musdar, Musdar Nurainiah, Nurainiah Nurul Jeumpa Putri, Rizka Nadia Ramlan Razali Abdullah, Khadijah Romi, Muhammad Saizul, Alfira Susi Yusrianti, Susi Syamsiar, Syamsiar Syarboini Syarifah Rahmah, Syarifah Ulya, Nuratul Yusnaini Yusnaini Yusnaini