CASE BASED HIGHER ORDER THINKING ASSESSMENT FOR CONTEMPORARY ISLAMIC EDUCATION ISSUES AT S2 PAI UNZAH

Abstract

This article proposes a case-based higher-order thinking assessment model for contemporary Islamic education issues in the S2 PAI Program at Universitas Islam Zainul Hasan Genggong. Graduate students are expected to move beyond reproducing normative statements toward analysing complex contexts, evaluating competing evidence, and formulating responsible educational decisions. A qualitative descriptive library research method was used to synthesize literature on higher-order thinking, critical thinking, case-based learning, authentic assessment, and Islamic education pedagogy. The analysis indicates that high-quality cases should contain ambiguity, multiple stakeholders, incomplete information, ethical tension, and a requirement for justified action. Cases relevant to S2 PAI may address religious moderation, digital religious authority, curriculum controversy, ecological responsibility, inclusive education, pesantren transformation, and the use of artificial intelligence. Assessment should evaluate problem framing, source criticism, conceptual integration, argument quality, contextual sensitivity, counterargument, and decision justification. A structured sequence of individual analysis, collaborative deliberation, written recommendation, and oral defense produces richer evidence than a conventional essay alone. The study’s novelty lies in combining higher-order cognition with Islamic scholarly reasoning and dialogical adab, ensuring that critical inquiry remains rigorous, ethically responsible, and sensitive to religious and social complexity.