DEVELOPING A SIRAH INSTRUCTIONAL PLANNING FRAMEWORK: INTEGRATING THE COMPOSITION OF HIGHER-ORDER THINKING SKILLS (HOTS)
DOI:
https://doi.org/10.21837/pm.v24i42.2043Keywords:
Instructional Framework, Sirah Education, Instructional Composition, Higher-Order Thinking Skills (HOTs)Abstract
This study adopts a mixed-contribution design comprising two integrated scholarly objectives: (1) a quantitative descriptive survey to evaluate the implementation level of Higher-Order Thinking Skills (HOTs)-integrated instructional composition among Islamic Education Teachers (IETs) in Sirah Education at the secondary school level, and (2) a framework development component that proposes a HOTs Composition-Based Sirah Instructional Planning Framework grounded in the empirical findings. Although HOTs has been institutionalised within the national curriculum, its execution in Sirah instruction necessitates structured planning to ensure the continuity of cognitive development among students. This research aims to identify the level of instructional composition implementation, covering the induction, developmental, and closure phases that integrate HOTs elements. Adopting a quantitative survey design, the study involved 406 IETs from national secondary schools across five major zones in Malaysia. Data were collected via a structured questionnaire adapted from the Curriculum and Assessment Standard Document (DSKP) and relevant literature. Descriptive statistical analysis, performed using IBM SPSS 29.0, was employed to determine mean scores and implementation levels. Findings indicate that the implementation of HOTS-integrated instructional composition is at a moderately high level (mean = 3.90). The induction phase recorded the highest mean score (4.03), followed by the developmental (3.87) and closure (3.83) phases. Although HOTs elements are present in each phase, the progression of cognitive levels throughout the teaching and learning (T&L) process requires further strengthening. This study proposes the development of a HOTs Composition-Based Sirah Instructional Planning Framework to ensure more systematic alignment between objectives, pedagogical strategies, and assessment. This framework offers significant potential to enhance pedagogical planning and elevate the quality of Sirah instruction, as well as other fact-based disciplines.
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