The Role of Reasoning Personality in Mediating Education Infusion Learning and Higher Order Thinking Skills among Students

This chapter aims to examine reasoning personality as a mediator in the relationship of Infusion Learning in Islamic Education (IEIL) and Higher Order Thinking Skill (HOTS). As knowledge regarding human development and learning has grown at a rapid pace, the opportunity to shape more effective educational practices has also increased. Taking advantage of these advances, however, requires integrating insights across multiple fields—from the biological and neurosciences to psychology, sociology, developmental and learning sciences—and connecting them to knowledge of successful approaches that is emerging in education. This study is based on Swartz, Fischer and Parks [1] Infusion Learning Model which was developed to analyze the mediation effect of Reasoning Personality on IEIL-HOTS relationship. This study is quantitative research. Data was collected using questionnaire. The instrument has been tested for validity and reliability. Reasoning Personality construct is based on M. Neil and Stuart’s (2007). This model examined IEIL as a single construct. Interrelation between variables was validated in the first place so that the mediation effects test could be conducted. The random cluster sampling approach was used to carry out this quantitative survey investigation. In this study, 388 participants among 18,137 people participated. The study's instrument was modified and taken from earlier investigations. SEM, or structural equation modeling, was used to analyze the data. Teachers must vary the contextual learning environment to meet the 21st century learning aspiration. It should be done continuously since personality is changeable especially when is related to youngsters. Other than that, this study also proved that there are good teachers’ effort to have a good rapport to their students. It is because reasoning personality is more about socially- emotionally connection between people. There is a significant inter-relationship between the three variables. Thus, the Reasoning Personality became complete mediator in the relationship between the exogenous variable, IEIL and the endogenous variable, HOTS. It is hoped that this study will give Malaysian educators and school officials some suggestions on how to give students' arguments more consideration. If teachers can relate to their pupils on a social as well as academic level, they will be effective socialization facilitators.