Ketidaksiapan Pelaksanaan Asesmen HOTS pada Pembelajaran PAI di Sekolah
DOI:
https://doi.org/10.53491/jiep.v3i2.1748Keywords:
HOTS, Assesment, Islamic Religious EducationAbstract
This study aims to examine the problems of implementing Higher Order Thinking Skills (HOTS) assessment in Islamic Religious Education (IRE) subjects through a systematic literature review approach to a number of relevant studies. HOTS assessment is an important instrument in developing students' critical, analytical, and reflective thinking skills, especially in understanding the values of Islamic teachings in context. However, the implementation of HOTS assessments in PAI education still faces various challenges, including limitations in teachers' competencies in designing questions, mismatches between instructional materials and assessments, and low student readiness in answering questions based on higher-order reasoning. Through a review of scientific articles published in the last five years, this study found that the problems in implementing HOTS assessments are systemic and require comprehensive intervention, ranging from strengthening teacher capacity, developing contextual teaching materials, to creating a learning climate that supports the development of students' critical thinking skills.
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