Self-assessment is quintessential to monitor students’ performance, particularly in getting feedback during the teaching and learning process. However, up to the present, research on students' self-assessment in Hikmah Pedagogy was limited to other subjects, such as Malay language, History, English language, and Science. Therefore, the objective of this research was to examine students’ self-assessment on Hikmah (Wisdom) pedagogy based on gender and type of schools in Islamic education subject. The research applied a survey research design that involved 328 primary school students. The results revealed no statistically significant difference in the mean score for all constructs (speaking and listening, reasoning, manners in the community of inquiry, and open-mindedness) based on gender. On the contrary, the results derived from the one-way ANOVA tests for the types of school documented a significant difference in speaking and listening reasoning and open-mindedness. This research study may assist teachers in improving the teaching and learning process and help students to understand better in the classroom.
Education during the COVID-19 pandemic required teachers to be creative because students might not be able to complete education in a normal way. However, Islamic education teachers seem to lack the skills and attitudes required for twenty-first century learning, including creative teaching. The purpose of this study is to explore if Islamic education teachers were able to teach creatively by responding to twenty-first century learning during the pandemic. A qualitative methodology was adopted using a case study design. The sample consisted of four Islamic education teachers from Putrajaya schools. Our findings illustrated that there were six themes that emerged as elements of creative teaching in twenty-first century learning. These were: student-centered learning, twenty-first century teaching, creative inspirations, creative strategies, creative activities, and alternative evaluation. This study found Islamic education teachers to be creative in teaching and it demonstrated the professional development of Islamic education teachers.
Islamic Education teachers still do not fully understand the components found in Curriculum and Assessment Standard Document (DSKP). This shows that GPI less emphasize on the details of DSKP including the application of Bloom's Taxonomy from the cognitive, affective and psychomotor aspects. Therefore, this article aims to explain in detail the components found in the DSKP including the domains of Bloom's Taxonomy applied in the DSKP as well as analyse the appropriateness of Bloom's Taxonomy used in the Islamic Education DSKP in secondary schools. Based on content analysis from primary and secondary sources, the study found that there are 7 components in DSKP of Islamic Education besides 3 main domains of Bloom's Taxonomy which are cognitive, affective, and psychomotor that applied in the DSKP through content standards, learning standards and performance standards. The findings of the study also show that Bloom's Taxonomy is suitable for implementation in the DSKP of Middle School Islamic Education. However teachers need to be creative in adapting teaching and assessment methods according to the fields of Islamic Education. It is hoped that this article will be able to provide a comprehensive overview of secondary school Islamic Education DSKP as well as provide ideas to GPI in implementing Islamic Education teaching and learning by applying all components in DSKP. The implication of the study is to help GPI, especially novice teachers in understanding DSKP which is the main reference for teachers in the planning and implementation of teaching and learning.
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