<![CDATA[The development of Artificial Intelligence (AI) has created opportunities for developing more adaptive, interactive, and student-centered learning. However, empirical evidence on the use of AI-powered educational chatbots to support Higher Order Thinking Skills (HOTS) in Islamic Education at the junior high school level remains limited. This study aimed to analyze the differences in students’ HOTS between learning supported by an AI-powered educational chatbot and conventional learning. The study employed a quantitative approach using a quasi-experimental method and a pretest-posttest control group design. The sample consisted of 64 eighth-grade students selected using cluster random sampling, with 32 students in the experimental group and 32 students in the control group. Data were collected through HOTS tests, observation sheets, student response questionnaires, and documentation. Data analysis included descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, Normalized Gain (N-Gain), and effect size analysis using IBM SPSS Statistics. The results showed that the experimental group achieved a significantly higher HOTS posttest score (M = 85.47) than the control group (M = 74.16; p < .001). The increase in HOTS was also higher in the experimental group, as indicated by an N-Gain score of 0.64 compared with 0.35 in the control group, with a Cohen’s d effect size of 1.96. These findings indicate that the use of an AI-powered educational chatbot was associated with improved HOTS, particularly in analysis, evaluation, and creation. The use of chatbots to support interaction, provide feedback, and facilitate the exploration of contextual problems has potential as an innovative learning medium for Islamic Education.]]>
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