Students’ Self-Assessment on Hikmah Pedagogy in Islamic Education
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.
Abdullah, N. (2009). The pedagogy of philosophical inquiry as an approach to develop critical thinking and self-confidence: A case study of undergraduate students in IIUM (Doctoral dissertation). International Islamic University Malaysia.
Alias. H. (2017). Teaching thinking through stories from the Qur’an using philosophy for children method (Master’s thesis). International Islamic University Malaysia.
Andrade, H. (2007). Self-assessment through rubrics. Journal of Educational Leadership, 65(4), 60–63. https://www.ascd.org/el/articles/self-assessment-through-rubrics
Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment and Evaluation in Higher Education, 32(2), 159–181. https://doi.org/10.1080/02602930600801928
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self- assessment. Theory into Practice, 48(1), 12–19. https://doi.org/10.1080/00405840802577544
Beyer, S. (1990). Gender differences in the accuracy of self-evaluations of performance. Journal of Personality and Social Psychology, 59(5), 960–970. https://doi.org/10.1037/0022-35188.8.131.52
Boud, D. (1989). The role of self-assessment in student grading. Assessment & Evaluation in Higher Education, 14(1), 20–30. https://doi.org/10.1080/0260293890140103
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Hashim, R. (2018). Pedagogi Hikmah bagi kemahiran insaniah kritis, kreatif, keprihatinan, komunikatif dan kolabotif: Panduan untuk pendidik. Centre for Teaching Thinking International Islamic University Malaysia.
Hashim, R., Hussien, S., & Imran, A. M. (2014). Hikman (Wisdom) pedagogy and students’ thinking and reasoning abilities. Intellectual Discourse, 22(2), 119–138. https://journals.iium.edu.my/intdiscourse/index.php/id/article/view/608
Hashim, R., Hussein, S., Khalid, M., Wan Yusoff, W. M., Kamaludden, R., & Zulkifli, H. (2017). Laporan kajian rintis program pedagogi hikmah di sekolah terpilih daerah Gombak: Bagi kemahiran berfikir kritis, kreatif, kolaboratif, komunikasi dan kepedulian. https://cutt.ly/1QShOJQ
Hashim, R., & Wan Yusoff, W. M. (2006). P4C Development in Malaysia (Institute for the Advancement of Philosophy for Children). Newsletter, 10–11.
Hearn, J., & McMillan, J. H. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87, 40–49. https://doi.org/10.1080/0141620042000336611
Hein, G. (1991). Constructivist learning theory. The museum and the needs of people. [Conference] International Committee of Museum Educators Conference. http://www.exploratorium.edu/IFI/resourses/constructivistlearning.html
Juperi, A. J. (2011). Philosophical inquiry in Islamic education and its effect in the development of questioning skills among secondary school students (Master’s thesis). International Islamic University Malaysia.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Leaving in Adulthood: A Comprehensive guide (3rd ed.). John Wiley & Sons.
Nyikos, M. & Hashimoto, R. (1997). Constructivist theory applied to collaborative learning in Teacher Education: in Search of ZPD. Modern Language Journal, 81(4), 506–517. https://doi.org/10.2307/328893
Othman, M., & Hashim, R. (2007). Critical thinking and reading skills: A comparative study of the reader response and the philosophy for children. Thinking: The Journal of Philosophy for Children, 18(2), 26–34. http://irep.iium.edu.my/26951/1/RH_Critical_Thinking%26Reading_Skills.PDF
Pallier, G. (2003). Gender differences in the self-assessment of accuracy on cognitive tasks. Sex Roles, 48(5–6), 265–276. https://doi.org/10.1023/A:1022877405718
Panadero, E., Tapia, J. A., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806–813. https://doi.org/10.1016/j.lindif.2012.04.007
Pintrich, P. R. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Merrill/Prentice Hall.
Richardson, V. (Eds.). (1997). Constructivist teacher education: Building a world of new understanding. Falmer.
Richardson, V. (2003). Constructivist pedagogy. Teacher College Record, 105(9), 1623–1640. http://dx.doi.org/10.1046/j.1467-9620.2003.00303.x
Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1998). Skills-training versus action research in- service: Impact on student attitudes to self-evaluation. Teaching and Teacher Education, 14(5), 463–477. http://hdl.handle.net/1807/30027
Russell, D.R. (1993). Vygotsky, Dewey, and externalism: Beyond the student/discipline dichotomy. Journal of Advanced Composition, 13, 173–197.
Shepard, L. A. (2001). The role of classroom assessment in teaching and learning (CSE Technical Report No. 517). https://nepc.colorado.edu/publication/role-classroom-assessment-teaching-and-learning
Vygotsky, L. S. (1978). Interaction between learning and development (M. Lopez-Morillas, Trans.). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The Development of Higher Psychological Processes (pp. 79–91). Harvard University Press.
Wan Yusoff, W. M. (2018). The impact of philosophical inquiry method on classroom engagement and reasoning skills of low achievers. Journal of Curriculum and Teaching, 7(1), 135–146. https://doi.org/10.5430/jct.v7n1p135
Wan Yusoff, W. M., Hashim, R., Khalid, M., Hussein, S., & Kamalludeen, R. (2018). The impact of Hikmah (Wisdom) Pedagogy on 21st century skills of selected primary and secondary school students in Gombak District Selangor Malaysia. Journal of Education and Learning, 7(6), 100–110. https://doi.org/10.5539/jel.v7n6p100
Zimmerman, B. J., & Schunk, D. H. (2004). Self-regulating intellectual process and outcomes: A social cognitive perspective. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, Motivation, Emotion and Cognition Integrative perspective on Intellectual Functioning and Development (pp. 323–349). Lawrence Erlbaum.
Zulkifli, H., & Hashim, R. (2019). The development of questioning skills through (Wisdom) Pedagogy. Creative Education, 10(12), 2593–2605. https://doi.org/10.4236/ce.2019.1012187
Zulkifli, H., & Hashim, R. (2020). Philosophy for children (P4C) in improving critical thinking in a secondary moral education class. International Journal of Learning, Teaching and Educational Research, 19(2), 29–45. https://doi.org/10.26803/ijlter.19.2.3
Copyright (c) 2021 Hafizhah Zulkifli, Nor Alniza Azman
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.