The Transformation of Meaningful Learning from the Perspective of Islamic Religious Education:
Responding to the Schooling without Learning Challenge through a HOTS-Based Framework
DOI:
https://doi.org/10.51590/tsqf.v3i2.97Keywords:
schooling without learning, Revised Bloom's Taxonomy, HOTS, meaningful learningAbstract
The phenomenon of schooling without learning in Indonesia shows high school participation that is not balanced by an increase in the quality of student learning. This study aims to analyze the root of the problem of schooling without learning from the perspective of the Revised Bloom's Taxonomy and formulate a learning solution framework based on Higher Order Thinking Skills (HOTS). Using a qualitative-descriptive literature review method, data was collected through a systematic documentation study of national and international literature, then analyzed using thematic analysis techniques through the stages of reduction, categorization, and conceptual synthesis. The results of the study indicate four main factors causing schooling without learning: the dominance of LOTS-oriented learning, a teacher-centered learning approach, an assessment system that emphasizes final results, and materials that are disconnected from real contexts.
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