Abstract
This study analyzes the distribution of cognitive levels in listening (istima’) questions and identifies which language skill demonstrates the least integration of Higher Order Thinking Skills (HOTS). Employing a qualitative content analysis approach within a library research design, the primary data source is the 2020 Arabic Language Textbook for Grade X published by the Indonesian Ministry of Religious Affairs (KEMENAG). Secondary data include theoretical and empirical literature on HOTS-based assessment and Arabic language pedagogy. The findings indicate that listening (istima’) is the skill with the lowest representation of HOTS-oriented items. Out of 79 questions examined, most fall into the LOTS (Lower Order Thinking Skills) category, while only 3.8% qualify as HOTS. To address this gap, the researcher develops nine alternative HOTS-based questions aligned with the textbook’s six thematic units as a model for innovative assessment. The study contributes to early efforts in strengthening HOTS-oriented evaluation within Arabic language learning at the senior secondary level.
First Page
120
Last Page
133
Recommended Citation
Rismawati, Y.,
&
Baroroh, R.
(2026).
HOTS Based Innovative Assessment of Listening Skills in the 2020 Arabic Textbook for Grade X Madrasah Aliyah.
Al-Arabi: Journal of Teaching Arabic as a Foreign Language, 10(1), 120-133.
DOI: https://doi.org/10.17977/2541-1500.1210
Available at:
https://citeus.um.ac.id/alarabi/vol10/iss1/8
Included in
Arabic Language and Literature Commons, Arabic Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons