<![CDATA[This study aims to analyze students' cognitive abilities in integrating science and Islam based on the revised Bloom's Taxonomy. The study employed a qualitative approach with a descriptive case study design involving 58 second-semester students in the Primary School Teacher Education Program (PGMI) enrolled in the Integration of Science and Islam course at an Islamic Higher Education Institution (PTKI) in Indonesia. Data were collected through a documentation study of students' responses to open-ended essay questions in the final examination and analyzed using qualitative content analysis. The findings indicate that most students (63.8%) were at the Lower-Order Thinking Skills (LOTS) level, characterized by parallel integration, in which scientific phenomena and Islamic values were juxtaposed without in-depth analysis or the formulation of solutions. A total of 27.6% of the students reached the Middle-Order Thinking Skills (MOTS) level, demonstrating the ability to establish conceptual relationships between scientific concepts and Islamic teachings. Only 8.6% of the students achieved the Higher-Order Thinking Skills (HOTS) level, demonstrating the ability to synthesize scientific knowledge as a technical foundation and Islamic values as an ethical foundation in formulating solutions. The findings further indicate that the ability to integrate science and Islam develops through three stages: parallel integration, relational integration, and functional integration. The results imply the need to shift science and Islam integration instruction from an approach oriented toward textual association to problem-based learning that promotes the development of higher-order thinking skills and problem-solving abilities.]]>
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