Development of higher order thinking skill for students in madrasa southern Thailand: Engaging case-based learning methods
https://doi.org/10.63826/jiire.v1i2.174
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Abstract
This study examined the influence of case-based learning (CBL) on the higher-order thinking skills (HOTS) of madrasa students in southern Thailand. Using a quantitative correlational design, data were collected from 1,259 students through questionnaires and documentation, followed by descriptive and simple linear regression analyses. The findings reveal that students perceive their teachers’ mastery of the CBL model to be high (93.8%), with a mean score of 103.86. Students’ HOTS levels were similarly strong, with 95% categorized at a high level (mean = 54.47). Regression analysis further demonstrated a significant effect of CBL on HOTS (p < 0.001), with the model accounting for 44% of the variance, indicating a moderate but meaningful influence. The predictive coefficient (β = 0.506) suggests that consistent application of CBL substantially enhances students’ analytical, evaluative, and creative capacities. These findings underscore the central role of case-based pedagogy in cultivating analytical reasoning, evaluative judgment, and creative problem-solving—competencies essential for the intellectual and moral formation of learners in Islamic educational contexts. While the effect size is moderate, this suggests that CBL must operate alongside other complementary pedagogical approaches, institutional supports, and teacher professional development initiatives to maximize impact. The study highlights the importance of integrating innovative, student-centered instructional practices to support the development of advanced thinking skills and recommends further research to expand pedagogical innovation in Islamic education.
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References
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