Higher Order Thinking Skills Development in Arabic Language Learning: A Systematic Literature Review
Keywords:
Higher Order Thinking Skills;, Arabic Language Learning;, Systematic Literature Review, Secondary Education, PRISMAAbstract
Higher order thinking skills (HOTS) have become a central policy target in Arabic language education in Indonesia, yet evidence on how HOTS is actually developed and assessed in classrooms remains scattered across small-scale studies. This systematic literature review synthesizes empirical studies on HOTS development in Arabic language learning at the secondary education level (MTs/MA/SMA), published between 2016 and 2026. Following PRISMA 2020 guidance with a Population-Concept-Context framework, searches through AI-assisted academic search tools and web-based Indonesian repositories identified 19 records, of which seven empirical studies met the inclusion criteria after title-abstract and full-text screening. A narrative thematic synthesis revealed three recurring patterns: a persistent gap between HOTS labels and actual assessment levels, media- and strategy-based efforts to cultivate HOTS, and structural challenges facing teachers and students. The review highlights that policy intent has outpaced classroom implementation and identifies concrete directions for future research and teacher training
References
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