Evaluation Of HOTS-Based PAI Learning (Higher Order Thinking Skills) In Middle Schools

Abstract

This study aims to describe the form, implementation, as well as obstacles and solutions in the implementation of Islamic Religious Education (PAI) learning evaluation based onHigher Order Thinking Skills (HOTS) in secondary schools. The study used a qualitative approach with a case study method involving Islamic Religious Education teachers, students, and the principal as research subjects. Data were collected through observation, interviews, and documentation, then analyzed using the Miles & Huberman model through the stages of data reduction, data presentation, and drawing conclusions with triangulation of sources and methods. The research results show that HOTS-based Islamic Religious Education (PAI) evaluation methods include open-ended descriptive questions, religious case studies, analysis of Quranic and Hadith texts, and non-test instruments such as projects and portfolios. The evaluation implementation aligns with the principles of the Independent Curriculum, which emphasizes authentic assessment and the development of critical thinking competencies. However, teachers still face competency constraints in developing HOTS questions and limited learning facilities. Solutions identified include ongoing teacher training, collaboration between educators, the development of HOTS question banks, and the use of digital technology. This study concludes that HOTS-based evaluation aligns with the goals of Islamic education, which emphasize the formation of individuals with faith, critical thinking, and noble character. Implementing this evaluation has the potential to strengthen students' Islamic character and provide a new direction for developing a holistic and contextual assessment system for Islamic education.