Application of Elements of Higher Order Thinking Skills (HoTS) in the Teaching Practice of Islamic Education at Semporna District National School
DOI:
https://doi.org/10.35723/scis.v1i2.50Keywords:
Islamic Education, Higher Order Thinking SkillsAbstract
This study aims to identify the level of application of the higher-order thinking Skills (HoTS) elements in Islamic Education teaching practices at Sekolah Kebangsaan Semporna and analyze differences in the level of application based on gender, age, and teaching experience. This study used a quantitative design with a survey method involving 358 randomly selected respondents. A questionnaire was used to collect data. The results showed that the overall level of implementation of HoTS elements was very high, with a mean value of 4.282 and a standard deviation of 0.347. The study also found that the factors of mastery of knowledge about HoTS, teaching methods, and teacher personality significantly contributed to the implementation of HoTS. In addition, there was no significant difference in the implementation of HoTS based on gender. Still, there was a considerable difference based on age, with more experienced teachers showing a higher level of implementation. In conclusion, applying the elements of HoTS in teaching Islamic Education can improve students' critical and creative thinking skills and integrate cognitive aspects, skills, and values in the educational process. This research emphasizes the importance of developing higher-order thinking skills in students to face the challenges of globalization and improve the quality of education.
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