Authentic Evaluation Based on Higher Order Thinking Skills (HOTS) in Islamic Religious Education Learning

Abstract

This research examines the concept of authentic assessment based on Higher Order Thinking Skills (HOTS) in the context of Islamic Religious Education (PAI) learning. Authentic assessment is a form of evaluation that measures students' abilities realistically and contextually, while HOTS refers to higher-order thinking skills encompassing analysis, evaluation, and creation. This article aims to analyze the relevance, urgency, and implementation of HOTS-based authentic assessment in PAI learning in the era of 21st-century education. Through a library research approach, this study finds that HOTS-based authentic assessment is highly relevant to PAI's goals, which emphasize not only cognitive aspects but also affective and psychomotor dimensions. Its implementation requires careful instrument design, adequate teacher training, and a supportive learning environment. Findings indicate that integrating HOTS into PAI assessment can enhance students' critical thinking, problem-solving, and spiritual reflection capabilities. This article also presents various challenges and strategic solutions in implementing HOTS-based authentic assessment in educational institutions.