Students’ Self-Assessment on Hikmah Pedagogy in Islamic Education

Abstract

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.

A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment

“…Wan Yusoff et al (2018) 2018) utilized a mixed methods research approach. Other studies (e.g., Hashim, 2003;Zulkifli & Hashim, 2019;Zulkifli & Hashim, 2020) employed a quantitative approach through experimental design, and finally, Hashim (2014) and Zulkifli & Azman (2021) used a survey design.…”

“…Within theme 1, seven articles indicate the positive impact of Hikmah pedagogy on students ' critical thinking (e.g., Hashim, 2003;Hashim, 2005;Preece, 2011;Hashim, 2014;Wan Yusoff et al, 2018;Yusoff et al, 2018;Hussien et al, 2020). Additionally, six articles demonstrate that Hikmah pedagogy enhances students' reasoning skills by encouraging critical and probing questions during the community of inquiry stage, which fosters collaborative problem-solving (e.g., Hamzah, 2015;Alias, 2017;Zulkifli & Hashim, 2019;Zulkifli & Hashim, 2020;Hashim & Alias, 2020b;Zulkifli & Azman, 2021). Other studies implementing Hikmah pedagogy report the development of higher-order thinking skills among students, including the ability to clarify meaning, provide examples, make conclusions, reason inductively, distinguish, and classify ideas (e.g., Juperi, 2010;Wan Yusoff, 2018;Zulkifli & Hashim, 2019;Hashim & Alias, 2020b;Hussien et al, 2021).…”

“…It aims to promote students' willingness to embrace other perspectives and tolerance toward differing opinions (Hussien et al, 2017a). In the study conducted by Zulkifli and Azman (2021), it was reported that the implementation of Hikmah pedagogy in philosophical inquiry fosters open-mindedness and tolerance towards others' ideas. They also found that the use of Hikmah pedagogy enhances teaching and learning by facilitating better understanding and meaningful experiences for students.…”

The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education

“…In 2006, the Center for Philosophical Inquiry in Education (CPIE) was established with the aim of promoting the work method known as "philosophical inquiry" in education under the direction of Rosnani Hashim, professor at the International Islamic University Malaysia (IIUM). Hashim (and IIUM) introduced the Hikmah Model in secondary education in Moral Education Class Hashim 2019a, 2019b;, in the English courses (Hashim, Hussien, and Imran 2014), Islamic Studies Zulkifli and Azman 2021), and Civic and Citizenship Education (Hussein, Hashim, and Mokhtar 2017). As prerequisites, Hashim, Hussien, and Imran (2014) describe the following: skills and attitudes of the teacher, the quality and relevance of the learning materials, the customized creative activities and exercises, and the support of the school board.…”