Strengthening Higher-Order Thinking Skills (HOTS) has become a fundamental priority in twenty-first-century education and should be systematically fostered through economics education. HOTS plays a crucial role in enhancing students' critical, analytical, evaluative, and creative thinking abilities, enabling them to understand and solve complex economic problems. This study aims to analyze the development of research on strengthening HOTS in economics education, identify the innovative instructional models employed, and examine their effectiveness in enhancing students' higher-order thinking skills. The study adopted a qualitative approach using the Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The data were collected from scholarly articles published in Google Scholar, Scopus, and the Directory of Open Access Journals (DOAJ) between 2020 and 2026. A total of 30 articles that met the inclusion criteria were selected and analyzed using descriptive qualitative analysis. The findings indicate that Problem-Based Learning (PBL), Project-Based Learning (PjBL), Inquiry Learning, Case-Based Learning (CBL), Discovery Learning, and Blended Learning are effective instructional models for developing students' higher-order thinking skills. These pedagogical approaches consistently promote critical analysis, problem-solving, decision-making, and reflective thinking within authentic economic contexts. The study concludes that strengthening HOTS in economics education requires the systematic integration of innovative, student-centered instructional models to support the development of twenty-first-century competencies and to create more adaptive, contextualized, and meaningful learning experiences.
Abdurrahim, Stit Palapa, Nusantara Lombok et al.· Indonesian Journal of Educat...· 0 citations
English communication competence has become an essential competency for students in Islamic Higher Education, yet many learners continue to experience difficulties in developing effective communicative abilities despite growing interest in learner-centered English language instruction. This study aimed to systematically synthesize recent empirical evidence concerning collaborative learning, self-regulated learning, and English communication competence, examine the relationships among these three constructs, and identify current research gaps and future research directions within Islamic Higher Education. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Peer-reviewed journal articles published between 2021 and 2026 were retrieved from major academic databases using predefined search strategies and explicit inclusion and exclusion criteria. The selected studies were analyzed through thematic synthesis to identify recurring themes, methodological characteristics, conceptual developments, and empirical findings. The review revealed a substantial increase in research on collaborative learning, self-regulated learning, and English communication competence, with recent studies emphasizing learner-centered, technology-enhanced, and communication-oriented pedagogies. The findings consistently demonstrated that collaborative learning promotes authentic interaction, peer engagement, and communicative practice, whereas self-regulated learning strengthens learner autonomy, motivation, strategic learning, and self-monitoring. Their integration was found to enhance English communication competence, including speaking performance, communicative confidence, intercultural awareness, and digital communication skills. However, studies integrating these three constructs within Islamic Higher Education remain limited. Overall, this review provides an integrated conceptual framework that contributes to English language education theory while offering practical guidance for lecturers, curriculum developers, and researchers in designing learner-centered and technology-supported instructional practices that strengthen English communication competence in Islamic Higher Education.
Rijnan, Stit Palapa, Nusantara Lombok· Indonesian Journal of Educat...· 0 citations