Issues and Challenges of the Implementation of HOTS in Religious Teaching in Malaysia

Abstract

The application of High Order Thinking Skills (HOTS) in the teaching and learning system of Dini Integrated Curriculum (DIC) and Tahfiz Integrated Curriculum (TIC) is in line with its main goal which is to produce balanced and excellent students based on 'aqli and naqli to prepare future scholars and religious muthaqqaf. This is because the ability to relate 'aqli and naqli requires dynamic reasoning ability. However, DIC and TIC are new curricula that have been appointed as the national curriculum in Malaysia. Therefore, this study aims to explore the issues experienced by teachers in conducting HOTS-based teaching in the DIC and TIC curriculum. This study is a qualitative case study conducted on a group of eight experts who are directly involved in the DIC and TIC system. Data were collected using in-depth interviews and analyzed thematically. The findings of the study showed that there are five main issues faced by teachers; namely related to Arabic language proficiency, understanding for the application of HOTs, knowledge of pedagogy, content mastery and student readiness factors. This study is expected to provide recommendations to the Islamic Education Division (BPI) and the Ministry of Education Malaysia (MOE) from the aspect of strengthening the effectiveness of teaching HOTs in religious teaching in Malaysia.