From Tradition to Innovation: A Predictive Model of Technology Enabled Collaborative Learning for HOTS in Islamic Higher Education
Mohammad Rindu Fajar Islamy1, Nurti Budiyanti2, Mohamad Wilkhy3, Mohammad Ruqy Faisal Islamy4

1,2 Islamic Religious Education, Universitas Pendidikan Indonesia, Indonesia
3 Language, Universitas Pendidikan Indonesia, Indonesia
4 Physics, Institut Teknologi Bandung, Indonesia

Abstract

Purpose: This study investigates the effectiveness of a Flipped Classroom model in Islamic Religious Education (PAI) based on an Open Ended Approach combined with Think Pair Share (TPS) in fostering Higher Order Thinking Skills (HOTS). The research aims to develop and validate a predictive model of technology enabled collaborative learning that bridges traditional pedagogical foundations with innovative practices in Islamic higher education. Methodology: A quantitative survey was conducted with 306 participants from Islamic education programs. Seven constructs technology, flipped classroom, TPS, instructional materials, engagement, HOTS, and traditional methods were measured using 39 Likert scale items. Data were analyzed through descriptive statistics, reliability and validity testing, correlation analysis, Mann Whitney U, Kruskal Wallis, multiple regression, and bootstrap mediation. Findings: The predictive model explained 74.8% of HOTS variance (R-squared = 0.748), with technology (beta coefficient= 0.230) emerging as the strongest predictor, followed by TPS (beta coefficient = 0.158). Mediation analysis revealed that TPS accounted for 36.7% of the relationship between technology and HOTS, highlighting its role as a cognitive amplifier. Notably, traditional methods contributed positively (beta coefficient = 0.090), indicating the enduring relevance of foundational Islamic pedagogies. No significant gender differences were found, confirming the universal applicability of the model. Originality/Value: This research provides the first empirical evidence within Islamic higher education that technology functions not merely as an instructional tool but as a cognitive catalyst, while TPS serves as a collaborative amplifier. The study advances a dual pathway framework integrating direct technological enhancement with indirect collaborative mediation for HOTS development. Practical Implications: The findings inform an evidence based roadmap for Islamic higher education re

Keywords: Flipped Classroom, Think Pair Share, Higher Order Thinking Skills, Islamic Higher Education, Technology

Topic: Education for sustainable development