Students’ Self-Assessment on Hikmah Pedagogy in Islamic Education

Keywords: Self-assessment, Hikmah pedagogy, gender, speaking and listening, reasoning


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.


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Author Biographies

Hafizhah Zulkifli, Universiti Kebangsaan Malaysia - Malaysia

Doctor of Philosophy in Education. 2019. International

Islamic University Malaysia, Malaysia.

Master's in education. 2011. Universiti Kebangsaan Malaysia

Degree in Education. 2008. Universiti Kebangsaan Malaysia

Nor Alniza Azman, Teacher Education Institute, Islamic Studies Campus - Malaysia

Teacher Education Institute, Islamic study Campus Jalan Maktab, Off Jalan, Ayer Hitam Seksyen 12, 43650 Bandar Baru Banoi, Selanoor Darul Ehsan



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How to Cite
Zulkifli, H., & Azman, N. A. (2021). Students’ Self-Assessment on Hikmah Pedagogy in Islamic Education. Religación, 6(29), e210805.