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TEACHING PRACTICE BASED ON ELEMENTS OF HIGHER-ORDER THINKING SKILLS (HOTS) BY AL-GHAZALI Mohd Syaubari; Hashim, Abdul Talib Mohamad; Yusof, Abu Bakar; Abdullah, Zaini; Mohd Jamil, Mohd Ridhuan; Rakemi, Nik Mohd Hanis Nik; Md Zalli, Mohd Muslim
Jurnal Tatsqif Vol. 21 No. 2 (2023)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jtq.v21i2.8962

The main objective of the study is to review relevant practices of higher-order thinking skills (HOTS) teaching according to Imam Ghazali's perspective. This study details the approach contained in the writing and interpretation by Imam Ghazali and its relationship with the concept of higher-order thinking skills (HOTS). This study is a research librarian and qualitative. Data collection methodologies used by Imam Ghazali book, especially Ihya Ulumudin, Ayuhal Walad, and Minhaj Abidin as primary and secondary sources. The process of analyzing data employee content analysis methods that have the same purpose of teaching practice based on higher-order thinking element (HOTS). The findings resulted in three main frames according to Imam Ghazali's perspective on the teaching practices based (HOTS) element. The first framework, knowledge, and understanding of the concept of the second frame are executed, and the process of how the teaching of the third frame is valuable in teaching. The unity between the three forms of income framework practicing teachers who have basic elements of higher-order thinking skills (HOTS). Overall, teachers should focus on teaching practices that formed the basis of the study of the Al-Quran to ensure delivery and practice by the students to meet the requirements prescribed by Allah and to the concept of higher-order thinking (HOTS) set up by the Ministry of Education Malaysia.

The Concept of Malakah Ibn Khaldun in the Context of Teaching that Applies High Order Thinking Skills (HOTS) Othman, Mohd Syaubari Bin; Hoshan, Hasrul; Yusof, Abu Bakat; Abdullah, Zaini; Mohamed, Abd Talib
SYAMIL: Journal of Islamic Education Vol 11 No 1 (2023): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v11i1.5937

The high order thinking skills (HOTS) is a transformation in the education system in Malaysia this century in line with the implementation of the Malaysia Education Blueprint 2013-2025. The practice of implementing HOTS has outperformed the entire subject content concept by focusing on several HOTS theories in particular the Bloom and Taxonomy Marzano taxonomy. However, for the Islamic Education subjects based on the Quran and As-Sunnah, the implementation of this HOTS element needs to be translated through the basis of the Islamic Education Philosophy that puts the perfectional of the intellectual education as the main thrust in driving this thinking culture. The emergence of figures such as Ibn Khaldun, which speaks thoroughly of the mind-based concept of Malakah, has sparked diversity in the perspective of the understanding of HOTS understanding. For this reason, this study uses the analysis process by analyzing the literature by examining the contents of a synonymity or summarized in the meaning of the poor concept of Ibn Khladun in the context of the teaching of Islamic education subjects. The results of this study resulted in four basic concepts in the application of HOTS through the use of Malakah combined with the use of aql tamyizi, aql tajribi, aqal nazori and insaniyah fact. In general, the implementation of Islamic Education PdP which implements HOTS should focus on the process and philosophy of teaching that Ibn Khaldun has established to ensure that students' understanding, appreciation and practice assesses the requirements set out on the basis of the Islamic Education Philosophy. The conclusions of the findings of this study contribute the implementation of HOTS in Islamic Education Pedagogy should focus on the teaching process and philosophy established by Ibn Khaldun, ensuring that students' understanding, appreciation, and practice align with the requirements based on the Islamic Education Philosophy.

The Concept of Malakah Ibn Khaldun in the Context of Teaching that Applies High Order Thinking Skills (HOTS) Othman, Mohd Syaubari Bin; Hoshan, Hasrul; Yusof, Abu Bakat; Abdullah, Zaini; Mohamed, Abd Talib
SYAMIL: Journal of Islamic Education Vol 11 No 1 (2023): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v11i1.5937

The high order thinking skills (HOTS) is a transformation in the education system in Malaysia this century in line with the implementation of the Malaysia Education Blueprint 2013-2025. The practice of implementing HOTS has outperformed the entire subject content concept by focusing on several HOTS theories in particular the Bloom and Taxonomy Marzano taxonomy. However, for the Islamic Education subjects based on the Quran and As-Sunnah, the implementation of this HOTS element needs to be translated through the basis of the Islamic Education Philosophy that puts the perfectional of the intellectual education as the main thrust in driving this thinking culture. The emergence of figures such as Ibn Khaldun, which speaks thoroughly of the mind-based concept of Malakah, has sparked diversity in the perspective of the understanding of HOTS understanding. For this reason, this study uses the analysis process by analyzing the literature by examining the contents of a synonymity or summarized in the meaning of the poor concept of Ibn Khladun in the context of the teaching of Islamic education subjects. The results of this study resulted in four basic concepts in the application of HOTS through the use of Malakah combined with the use of aql tamyizi, aql tajribi, aqal nazori and insaniyah fact. In general, the implementation of Islamic Education PdP which implements HOTS should focus on the process and philosophy of teaching that Ibn Khaldun has established to ensure that students' understanding, appreciation and practice assesses the requirements set out on the basis of the Islamic Education Philosophy. The conclusions of the findings of this study contribute the implementation of HOTS in Islamic Education Pedagogy should focus on the teaching process and philosophy established by Ibn Khaldun, ensuring that students' understanding, appreciation, and practice align with the requirements based on the Islamic Education Philosophy.

Education Management Strategies for Internalizing Moderate Religious Values in Learning Quran, Hadith, and Aqeedah Akhlaq in Madrasah Ibtidaiyah Pangastuti, Ratna; Suyudi, H. M.; Bahtiar, Machfudz; Erfansyah, Nasrul Fuad; Abdullah, Zaini
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 1 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i1.1544

This study aims to analyze education management strategies in internalizing moderate religious values, nationalism, tolerance, and non-violence at Madrasah Ibtidaiyah (MI) Safinda and MI Bina Bangsa. The managerial approach is structured and comprehensive, involving three main stages: value transformation, value transaction, and value internalization. The research used qualitative methods with in-depth interviews, participatory observation, and document analysis. The results showed that the managerial strategies implemented were successful in shaping students' characters. Value transformation through material delivery and advice by educators, as well as value transactions through exemplary activities such as flag ceremonies and small group discussions, are effective in instilling the values taught. Value internalization is reflected in students' daily behaviors that show nationalism, tolerance, and non-violence. The study also highlights the importance of the role of educators as models who provide real examples of these values, as well as the importance of social interaction and real experiences in the learning process. Despite limitations in generalizability and qualitative methods, this study makes an important contribution to the development of effective character education programs in madrasahs and other educational institutions. The practical implications of the findings can be used to improve the quality of character education in madrasahs

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