Using A Genre-Based Approach To Improving Islamic University Students’ Writing Ability & Hots

Abstract

This study aims to determine the effect of genre-based and conventional approaches on students' writing skills and HOTS. This study uses a quantitative design with a quasi-experimental method conducted at IAIN Palopo, South Sulawesi, Indonesia. Sixty-two students from two classes were selected as research participants by dividing them into two groups, namely the experimental and control groups. Data were collected using two instruments: the writing assessment rubric and HOTS. The data that has been collected is then analyzed quantitatively by running the MANOVA test on SPSS 24.00. The results showed that the genre-based approach in the experimental group outperformed the control group, which used the conventional method to improve students' writing skills and HOTS.

A review of the effects of active learning on high order thinking skills: a meta-analysis within islamic education

“…Figure 1. PRISMA Upon careful examination of the collected data, this study comprises 17 articles written by Guntur and Mustafa [24], Channa [25], Wildan [26], Putri and Setiawan [27], Harmiyanti [28], Sinaga et al [29], Masran and Esha [30], Bahrun et al [31], Susanto [32], Rahman and Noh [33], Anwar [34], Ghazali et al [35], Ardiyati et al [36], Masoud [37], Rini and Mansur [38], Kusaeri et al [39], Adam and Latif [40]. The research team thoroughly analyzed each article, ensuring the results were reliable and relevant to the study's objectives.…”