<![CDATA[The integration of Higher-Order Thinking Skills (HOTS) into teaching materials has become an essential requirement in the implementation of the Merdeka Curriculum, which emphasizes meaningful, critical, and creative learning. This study aims to analyze the suitability of tasks contained in the Arabic teaching module for Grade IX at SMP Islam Al Azhar 39 Bukittinggi based on HOTS principles within the framework of the Revised Bloom’s Taxonomy. This study employed a qualitative descriptive approach using the directed content analysis method. All task instructions in the module were classified into lower-order thinking skills (LOTS; C1–C3) and HOTS (C4–C6) cognitive levels. The findings revealed that, out of 33 identified tasks, 12 tasks (36.4%) were categorized as HOTS, while 21 tasks (63.6%) were classified as LOTS. HOTS tasks were dominated by the C4 (analyzing) and C6 (creating) levels, whereas the C5 (evaluating) level was absent. These findings indicate that the module has supported the development of students’ analytical and creative abilities; however, the cognitive level distribution remains uneven and does not yet cover the complete HOTS hierarchy. Therefore, the module demonstrates a reasonably good alignment with the Merdeka Curriculum, but requires further improvement through the inclusion of evaluative tasks and a wider variety of higher-order thinking activities.]]>
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