Abstract:
This paper focuses on the analysis of the description of Higher Order Thingking Skill
(HOTS) in the Learning Process Curriculum (Syllabus and RPS) KKNI in IIQ Jakarta. It was found
that, with the application of the Reflective-Metacognitive Learning (RML) model integrated with
the Garrison, Anderson, and Archer version models divides four critical thinking skills: (1) trigger
event / responsive to events, (2) exploration / exploration, (3) integration / integration, and (4)
resolution / propose. At this stage of the resolution, students propose hypothetical solutions, or
apply solutions directly to issues, dilemmas, or problems they have encountered in the field and test
ideas than hypotheses. Evidently from the implemetation of these two models can improve the
learning process and the level of thinking of students of Islamic Education Study Program
Tarbiyah IIQ Jakarta, and notably in digital age 4.0. Practice of reflective attributions in each
stage of learning to activate the conscious thought process to enhance students' metacognitive
abilities through four phases: (1) Reflection on Orientation; (2) Reflection of the Organization; (3)
reflection of Execution; and (4) Reflection of Verification. This article uses descriptive analysis
research method
