HOTS-Based Assessment Innovation for Muthala’ah Learning in Madrasah Aliyah: A Literature Review
DOI:
https://doi.org/10.63738/aslim.v3i3.113Keywords:
HOTS Assessment, Muthāla’ah, Arabic Language LearningAbstract
This study aims to analyze the concepts, forms, characteristics, and implications of Higher Order Thinking Skills (HOTS)-based assessment innovation in muthāla’ah learning at Madrasah Aliyah. This research employed a qualitative approach with a library research design. The data were collected through documentation studies from various relevant sources, including books, scientific journals, research articles, and academic documents related to muthāla’ah, HOTS, and Arabic language assessment. The data were analyzed using content analysis techniques through the processes of identification, classification, interpretation, and synthesis of relevant literature. The findings revealed that the assessment system in muthāla’ah learning at Madrasah Aliyah is still dominated by Lower Order Thinking Skills (LOTS)-based assessments focusing on memorization, translation, and literal text comprehension. Therefore, HOTS-based assessment innovations are needed through authentic assessment, text analysis, problem-solving, project assessment, portfolio, self-assessment, and peer assessment. These assessment models are contextual, analytical, interpretative, reflective, and problem-solving oriented, enabling students to improve critical thinking skills, Arabic reading literacy, and interpretative abilities in Arabic language learning.
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