Islamic Religious Education (PAI) Learning Strategies to Develop Higher-Order Thinking Skills: A Systematic Literature Review

Zulfiatul Khoiroh; Anwar M. Radiamoda

doi:10.67245/nawasena.v1i2.45

Authors

Zulfiatul Khoiroh Universitas Islam KH. Achmad Muzakki Syah, Jember
Anwar M. Radiamoda Mindanao State University, Marawi

DOI:

https://doi.org/10.67245/nawasena.v1i2.45

Keywords:

Islamic Religious Education, Learning Strategies, HOTS, SLR, Critical Thinking

Abstract

Developing Higher Order Thinking Skills (HOTS) in Islamic Religious Education (PAI) is important to equip students with the ability to analyze, evaluate, problem-solve, and reflect on Islamic values. This study aims to analyze PAI learning strategies that contribute to the development of HOTS through a Systematic Literature Review (SLR) in the Scopus database, yielding 14 articles that were thematically analyzed. The results show six main strategies, namely active-collaborative learning, inquiry and dialogue, experiential contextual learning, digital technology utilization, student-centered transformative learning, and value-based reflective learning. These strategies give rise to cognitive activities such as asking, exploring, discussing, analyzing, evaluating, solving problems, arguing, and reflecting. These activities produce HOTS skills such as critical thinking, creativity, reasoning, problem solving, argumentation, reflection, cognitive flexibility, and ethical reasoning. The findings confirm that learning strategies do not directly form HOTS, but rather through students' cognitive activities as the main link. Thus, developing HOTS in PAI requires an active, dialogical, contextual, and reflective learning design.

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