Renti Yasmar, et.
Universitas Muhammadiyah Sumatera Barat.
Indonesia Tanwir Arabiyyah: Arabic as Foreign Language Journal p-ISSN: 2776-6063, e-ISSN: 2776-6071/Vol.
3 No.
2 December 2023, pp.
https://doi.
org/10.
31869/afl.
https://jurnal.
id/index.
php/aflj aflj@umsb.
Exploration HOTS (Higher Order Thinking Skill.
in Arabic Textbook Renti Yasmara1.
Lathifah Al Husna2.
Wildana Wargadinata3 Nurhadi4 Institut Agama Islam Negeri Curup.
Indonesia1 Universitas Islam Negeri Maulana Malik Ibrahim Malang.
Indonesia2,3,4 *rentiyasmar@iaincurup.
ARTICLE INFO
ABSTRACT
Article History:
Received: 10 Agustus 2023 Revised: 15 Oktober 2023 Accepted: 18 November 2023 Published: 15 Desember 2023 This study aims to explore HOTS (Higher Order Thingking Skil.
in Class Vi Arabic Textbooks.
This research uses qualitative descriptive methods with document analysis techniques .
ontent analysi.
The document analyzed in this study is a Class Vi MTs Arabic textbook published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020.
This study concludes that HOTS problems are more complex, require deeper thinking, and often require the application of concepts in new or complex contexts.
Of the 16 question commands on Tadrib Maharah Qiraah contained in 6 dars in the MTs Class Vi Arabic textbook, it was found that only 6 question commands included the cognitive level at the HOTS level with 3 categories of question commands, namely determining paragraph titles, answering questions based on text and making sentences based on images.
*Corresponding author Keyword Exploration.
HOTS.
Textbooks Copyright A 2023.
AuthorAos, et.
This is an open access article under the CCAeBY-SA license Ao eoA A uoi O Na N iA.
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INTRODUCTION
Textbooks written following the development and demands of the times tend to contain various aspects, including scientific approaches such as observing, questioning, trying, reasoning, and communicating, by combining the concept of HOTS and practice Please cite this article as AuthorAos Tanwir Arabiyyah: Arabic as Foreign Language Journal.
Vol.
No.
DOI: https://doi.
org/10.
31869/afl.
Exploration HOTSA.
A good textbook will incorporate 21st century learning commonly called the 4Cs (Critical Thinking.
Communication.
Collaboration, and Creativit.
, in line with the implementation of the 2013 curriculum.
The 2013 curriculum is designed to refine and adapt to the needs of today's students.
There are many skills that must be possessed by teachers and students in order to keep up with the times and be able to think more critically and reflect Higher Order Thinking Skills (HOTS) in the learning and assessment process Heni Verawati et al.
, "HOTS Analysis of Task Instructions in Arabic Madrasah Aliyah Textbook Published by The Ministry of Religious Affairs," EDUCATION: JOURNAL OF EDUCATIONAL SCIENCES 4 , no.
: 944Ae51.
1234(Febriani 2.
The 2013 curriculum focuses on improving thinking skills that are not only for memorizing, and describing subject matter, but also being able to create and solve problems faced.
Over time, the 2013 curriculum has succeeded in changing the paradigm of learning implementation.
Learning that was originally Fuaddilah Ali Sofyan, "Implementation of HOTS in the 2013 Curriculum," INVENTA: Journal of Elementary School Teacher Education 3, no.
: 1Ae9.
teacher centered turned into student centerd Moh Zainal Fanani, "Hots Development Strategy in the 2013 Curriculum," Edudeena: Journal of Islamic Religious Education 2, no.
: 57Ae76.
The implementation of the 2013 curriculum containing HOTS has also been indiscriminately applied to all subjects.
Regardless of the debate whether HOTS is applicable to all subjects.
Arabic is one subject that must adapt to Moh Ainin, "Research in Arabic Language Learning in Madrassas or Schools: HOTS.
MOTS or LOST," Proceedings of the IV National Conference on Arabic Language, 2018, 166Ae165.
Arabic is one of the subjects taught in Tsanawiyah madrasas.
Since 2018.
HOTSoriented Arabic learning has begun to be echoed.
This can be seen from the number of studies on HOTS in Arabic language learning from 2018 to 2023 as many as 15 articles.
What researchers divide into two categories basically, research on HOTS in Arabic language learning has been widely done.
This can be seen in the period 2018 to 2023 there are at least 15 articles about HOTS and their relation in Arabic language learning which the author tries to classify in 2 parts.
understanding of HOTS in Arabic Language Learning, 1"Critical thinking is a high-order thinking skill that potentially increases students' critical analytical power.
The improvement of students' critical analytical power is closely related to the improvement of students' intellectual ability.
Therefore, developing the students' critical thinking skills in learning is an effort to improve students' learning results" H and (Setiawati 2According to Hardjana, etymologically communication comes from the Latin, a preposition meaning with, or together with and, umus, a number word meaning one.
The two words form the noun communion, which in English is called communion, which means togetherness, unity, fellowship, combination, association or relationship.
Because to communion requires effort and work, the word communion is made in the form of the verb communicate which means to share something with someone, converse, exchange ideas, connect or befriend.
Thus, communication has the meaning of knowledge, talk, conversation, exchange of ideas or relationships A Suhaenah Suparno.
Building Learning Competencies (Directorate General of Higher Education, 3Emily R.
Lai explains, "Collaboration is the mutual engagement of participants in a coordinated effort to solve a problem together.
Collaborative interactions are characterized by shared goals, symmetry of structure, and a high degree of negotiation, interactive, and interdependence.
" The definition explains that collaboration is joint involvement in efforts to solve problems together.
Emily R Lai, "Collaborations: A Literature Review, 2011" (Pearson Reaearch Report, n.
4Creative thinking is thinking about determining new relationships between things, finding new solutions to problems, finding new systems, finding new artistic forms, and so on.
" Therefore, by thinking creatively we can find and determine new things in solving a problem.
Ahmad Fauzi, "General Psychology for Children" (CV.
Pustaka Setia.
Bandung, 2.
Renti Yasmar, et.
application and development of HOTS in Arabic Language Learning both methods, media and evaluation.
Included in the first category are the articles Nailur.
Ahmad Nailur Rahmawati, "Arabic Language Learning: Towards Higher Order Thinking Skills (HOTS)," Proceedings of the IV National Arabic Language Conference, no.
6 October .
: 1Ae6, arab-um.
Vahlepi, .
Sahrizal Vahlepi.
Helty, and Friscilla Wulan Tersta, "Implementation of Case Method and Project Based Learning Learning Learning Model in order to accommodate students' Higher Order Thinking Skills in Arabic Language Education Psychology courses during a pandemic," Tabusai Education Journal 5, no.
: 10153Ae59.
Ali mufti Ali Mufti, "Project-Based Learning to Improve Higher Order Thinking Skills in Arabic Subjects," Al-Ma'Rifah 19, no.
: 13Ae22, https://doi.
org/10.
21009/almakrifah.
Arif Widodo Arif Widodo et al.
"Development of Arabic Learning Design Based on Higher Order Thinking Skill With Discovery Learning Model / Development of Arabic Learning Design Based on Higher Order Thinking Skill with Discovery Learning Model for Class X Students of SMKM 8 Paciran," Al MahAra: Journal of Arabic Language Education 7, no.
: 27Ae44, https://doi.
org/10.
14421/almahara.
Muradi Ahmad Muradi et al.
, "Higher Order Thinking Skills in Basic Arabic Language Competencies," Arabi : Journal of Arabic Studies 5, no.
: 177, https://doi.
org/10.
24865/ajas.
Cahya Edi Cahya Edi Setyawan, "Direction of 21st Century Arabic Learning Planning," AL-MANAR: Journal of Islamic Communication and Education 9, no.
: 55Ae82.
According to Nailur, strategic steps are needed in the Arabic learning process to enable students to achieve higher-order thinking skills.
Arif Widodo also revealed the importance of learning materials that can guide students in developing high-level thinking skills in Arabic.
Those included in the second category are Fina Aunul Kafi and Zidni Ilma, "Analysis of HOTS-Based Arabic Thematic Questions in Class XII MAN 3 Jember," AlFusha: Arabic Language Education Journal 4, no.
: 1Ae9.
Sihabudin Sihabuddin Sihabuddin, "Procedure For Preparing Hots-Based Tests ON Four Arabic Language Skills," Learning: Journal of Education and Learning Research Innovation 3, no.
40Ae47.
Heni Verawati et al.
, "HOTS Analysis of Task Instructions in Arabic Madrasah Aliyah Textbook Published by The Ministry of Religious Affairs.
Indah rahmiIndah Rahmi Nur Fauziah.
Syihabudin Syihabudin, and Asep Sopian, "Quality Analysis of Higher Order Thinking Skill (Hot.
-Based Arabic Language Tests," A( aLisanun.
: Journal of Arabic Language and Learning 10, no.
: 45Ae54.
Moh sofi.
Mohammad Sofi Anwar, "Evaluation of Hots in Maharah Al Istima'-Based Learning of Musical Intelligences," in Proceedings of the Scientific Seminar on Arabic Language and Literature, vol.
1, 2022, 35Ae In general, the results of this second category of research emphasize the importance of the process of learning and assessment of Arabic language based on HOTS.
This is so that there is continuity in the learning process that takes place with measuring instruments used to measure the level of higher-order thinking of students.
This study aims to further examine the content of tadribat lughawiyah which is in the Arabic textbook MTs published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020 which is the master book of Arabic language learning published by the ministry of Religious Affairs following the ratification of KMA no 183 of 2019.
Arabic and Class Vi.
Arabic - Class Vi, n.
Tadrybyt Lughawiyah is an important part of the textbook, consisting of various questions that aim to measure students' understanding of previous lessons and to Exploration HOTSA.
strengthen students' understanding or evaluate students' abilities.
Thu'aimah .
defines Tadrybyt Lughawiyah as a set of questions asked to students to find out their understanding of the material.
In addition.
Tadrybyt Lughawiyah is also a means of evaluation and an important part of learning.
Evaluation is a systematic process of determining or deciding the extent to which students have achieved language teaching goals.
It can be done through traits in the learning process.
Tadrybyt Lughawiyah developed over time .
(Muhammad, 1.
METHOD
This research uses qualitative descriptive methods with document analysis techniques .
ontent analysi.
Lexy J Moleong, "Qualitative Research Methods.
Bandung:
Remaja Rosdakarya," Mosal, 2013.
Ole R Holsti, "Content Analysis for the Social Sciences and Humanities," Reading.
MA: Addison-Wesley (Content Analysi.
, 1969.
inthis case the MTS Arabic textbook published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020.
The method used is textbook analysis, aiming to look at the subject holistically through descriptions to obtain detailed information.
Descriptive method is a research method with the main aim of making an accurate picture or picture of a situation.
While content analysis is used to obtain information from books that are described as symbols or images that can be documented.
Content analysis is used to analyze all forms of communication, such as in newspapers, books, movies, and so on Z F Agus and H Nik, "Educational Research Methodology: Quantitative.
Qualitative.
Mixed Method, and Research and Development," Malang: Madani Media, 2020.
RESULTS & DISCUSSION
The textbook that the author of this analysis explains clearly on the introduction page that this book is in accordance with the demands of the 2013 curriculum strengthened by a scientific approach, namely learning that encourages students to actively learn by observing, questioning, exploring, associating, and communicating.
Authentic assessment, in addition to KDP, reinforces it.
(Character Strengthening Educatio.
with a combination of HOTS and Contextual questions, as well as a combination of the 21st centurypembelajaran yang biasa disebut 4C (Critical Thinking.
Communication.
Collaboration, and Creativit.
to achieve 21st century competence in attitudes, knowledge, and skills.
The book also contains core competencies and basic competencies that lead to the development of higher-order thinking equipped with clear indicators and learning objectives at the beginning of each topic.
Then this book is also equipped with QR Codes on practice questions to make it easier for students and teachers to solve them.
Learning indicators and objectives are clearly explained at the beginning of each topic so that teachers who will accompany teachers and students who study and read this book can clearly understand what will be known on the topic and what will be achieved from learning so that learning is maximized.
well directed and focused.
Renti Yasmar, et.
Table 1 : front page of MTS class Vi Arabic textbook The MTS class Vi Arabic textbook consists of 6 chaptersstarting with basic competencies in each BaB and includes 4 steps of Arabic learning activities.
Basic Competency Contents Understand the social function, text structure and linguistic elements .
ounds, words, and meaning.
of simple texts related to themes.
Demonstrate that involves a speech act Analyze ideas from simple narrative texts related to themes.
Present the results of the analysis of ideas from simple narrative texts related to the Exploration HOTSA.
Details of learning materials and activities in each Chapter A NiA.
A a.
AaUiA AIaA AUi O UeaA AoU O UeaA Ao O eN A AuoaciA AUi O UeaA AoU O UeaA Ao O eN A AuoaciA AUa UA,AUNiA,AaiA The focus of the study that will be observed is on the third nasyat , namely al qiroah wa fahmul ibaarat in the side of tadribaat lughawiyah.
This is so that the analysis carried out is more detailed and in-depth on certain aspects, compared to covering the entire test content in the book.
And it allows researchers to further explore the content of verbs and commands contained in tadribat lughawiyah related to the development of students' reading Description of Tadrib lughawiyah on Maharah Qiraah in Arabic Textbook Class Vi MTs HOTS questions are a type of problem designed to test students' ability to think critically, analyze, evaluate, and make complex inferences.
The purpose of HOTS questions is to engage students in higher-order thinking that requires problem solving, abstract thinking, and application of learned concepts.
Unlike conventional questions that focus more on factual knowledge and conceptual understanding.
HOTS questions require students to apply their knowledge more deeply.
These problems usually require complex problem solving, data analysis, information synthesis, and logical reasoning.
HOTS questions also often do not have one right or wrong answer directly.
They encourage students to develop creative thinking, argue, and look at problems from multiple points of view.
Thus.
HOTS questions help students develop critical thinking skills and analytical skills that are important in facing real-world challenges.
In general.
HOTS problems are more complex, require deeper thinking, and often require applying concepts in new or complex contexts.
It aims to prepare students for real-world situations that require critical thinking and higher-order thinking skills.
Table Description of Question Commands in the Tadrib section in Maharah Qiraah in Class Vi MTs Arabic Textbook Published by the Directorate of KSKK Madrasah Material AaUiA Question Commands Cognitive Level C2 (Understan.
Assignedn a paragraph.
Siswa gives a checkmark or cross mark for True or False statements for 5 statements A paragraph is presented.
Siswa determine the proper title for the paragraph C5 (Evaluat.
Renti Yasmar, et.
a ANiA AaiA AUNiA A paragraph is presented.
Students group isim and fi'il C2 (Understan.
A rumpled paragraph is presented.
Students complete clumped sentences based on the qiraah text that has been C2 (Understan.
Presented hours and activities.
Students connect between hours and activities that are correct according to the qiraah text that has been taught C3 (Appl.
A Qiraah text is presented.
Students answer 10 questions based on the text C5 (Evaluat.
10 sentences in Arabic are presented.
Students translate these sentencesand compose them C3 (Appl.
A text is presented.
Students answer 10 questions based on the text C5 (Evaluat.
Presented 10 clumped sentences.
Students complete clumped sentences based on the qiraah text that has been taught C2 (Understan.
Presented witha picture.
Students create 5 sentences based on pictures C6 (Creatin.
Disajikan 5 kalimat berbahasa Indonesia.
Siswa menerjemahkan kalimat tersebut ke Bahasa Arab (Mengaplikasika.
A text is presented.
Students answer 10 questions based on the text C5 (Evaluat.
Presented 10 clumped sentences.
Students complete clumped sentences based on the qiraah text that has been taught C2 (Understan.
8 sentences in Arabic are presented.
Students translate the sentence into Bahasa Indonesia C3 (Appl.
Exploration HOTSA.
AUa UA A text is presented.
Students answer 10 questions based on the text C5 (Evaluat.
Presented 10 clumped sentences.
Students complete clumped sentences based on the qiraah text that has been taught C2 (Understan.
Based on thetable above, of the 16 question commands on Tadrib Maharah Qiraah contained in 6 dars in the MTs Class Vi Arabic textbook, the author found that only 6 question commands included cognitive level at HOTS level, and 10 other question commands included cognitive level at LOTS level.
Question 2 Commandment: A paragraph is presented.
Students determine the appropriate title for the paragraph.
The question command requires students to thoroughly understand the content of the paragraph, identify the main theme or message to be conveyed, and then formulate a title that is able to cover the essence of the paragraph.
This process involves the ability to analyze paragraph content, recognize patterns or structures that may exist, and infer the message contained within it.
Moreover, one should also use creativity and knowledge of language to express the theme or idea of the paragraph briefly and informatively through the title.
Commandment Question 6: A Qiraah text is presented.
Students answer 10 questions based on the text.
Renti Yasmar, et.
The question command requires students to understand the text being read, interpret the information contained in it, and use that understanding to formulate the right It involves the ability to analyze, synthesize, and evaluate the information provided in the text to give appropriate responses to questions.
Question 8 Commandment: A text is presented.
Students answer 10 questions based on the text.
The question command requires students to understand the text being read, interpret the information contained in it, and use that understanding to formulate the right Exploration HOTSA.
It involves the ability to analyze, synthesize, and evaluate the information provided in the text to give appropriate responses to questions.
Question 10 Commandment: A picture is presented.
Students create 5 sentences based on pictures This question command requires students to create/create 5 sentences based on This process involves the ability to analyze images, recognize objects, situations, and relationships within them, and then use that understanding to formulate appropriate sentences to describe those images.
Question 12 Commandment: A text is presented.
Students answer 10 questions based on the text.
This question command requires students to understand the text being read, interpret the information contained in it, and use that understanding to formulate the right It involves the ability to analyze, synthesize, and evaluate the information provided in the text to give appropriate responses to questions.
Renti Yasmar, et.
Question 15: A text is presented.
Students answer 10 questions based on the text.
This question command requires students to understand the text being read, interpret the information contained in it, and use that understanding to formulate the right It involves the ability to analyze, synthesize, and evaluate the information provided in the text to give appropriate responses to questions.
Tadribat lugahwiyah in the content of class Vi MTS textbooks as a whole can be categorized as still classified as low order thinking skills / LOTS and middle order thinking skills / Middle this can be seen from the form of questions used ranging from AIIA.
AIO IIA.
AIA A a UUOA,A u UA,ANAwhich in Bloom's taxonomic frame of mind falls into the category of using operational verbs select, decipher, define, match, remember.
(Helmawati and SE Ingeneral, the use of verbs in tadribaat lughawiyah is still at the level of Lots, but the content of tadribat lughawiyah in MTS textbooks already refers to the principle of presenting tadribat lughawiyah which is interesting, not boring supported by mehe pictures that are possible andcan have a positive impact on student test results.
HulaIbn Rawandhy N Hula, "Increasing the Competence of Arabic Rules for Beginners Using Al-Tadri E ba E t Al-LughawiEyah," Al-Ta'rib: Scientific Journal of the Arabic Language Education Study Program IAIN Palangka Raya 8, no.
: 213Ae28.
mentioned that the critical point of teaching Arabic is to do continuous practice.
Tadrybyt Lughawiyah, presented attractively, can make students not bored.
Andhika in her report says that the Tadrybyt Hula.
Lughawiyah given to students has positive implications for their test results in Arabic subjects.
Ma'shumah asserts that attractively modified (MaAoshumah 2.
Lughawiyyah Tadribat in the form of picture cards gives positive results to students' vocabulary mastery.
Tadrybyt Lughawiyah provides positive results for the achievement of student learning outcomes in Arabic language learning.
In other words, tadribat has an important rolein learning.
(Pahrudin 2.
Exploration HOTSA.
CONCLUSIONS
HOTS questions require students to apply their knowledge more deeply.
These problems usually require complex problem solving, data analysis, information synthesis, and logical reasoning.
HOTS problems are more complex, require deeper thinking, and often require applying concepts in new or complex contexts.
Of the 16 question
commands on Tadrib Maharah Qiraah contained in 6 dars in the MTs Class Vi Arabic
textbook, it was found that only 6 question commands included the cognitive level at the HOTS level with 3 categories of question commands, namely determining paragraph titles, answering questions based on text and making sentencesbased on REFERENCES