| Autor: |
Hussin, Haziyah, Amran, Najah Nadiah, Abdul Rahman, Nur Farhana, Ismail, ‘Adawiyah, Zakaria, Zamzuri |
| Předmět: |
|
| Zdroj: |
Islāmiyyāt: International Journal of Islamic Studies; 2021, Vol. 43 Issue 1, p3-14, 12p |
| Abstrakt: |
The outbreak of COVID-19 pandemic has led to abrupt changes and new challenges to teaching and learning (TL) practice at all levels of learning institutions. This includes tertiary Islamic studies courses, often associated with face-to-face TL. This research aims to explore the implementation of TL which applies Education 4.0 characteristics that emphasize on the use of alternative assessment. The capacity to incorporate Education 4.0 in TL practice of Islamic studies courses is considered average. Only a few courses were adapted for the Education 4.0 characteristics as many lecturers prefer conducting summative assessment. This study explored alternative assessment and analyzed the different forms practised in Islamic studies courses at Universiti Kebangsaan Malaysia (UKM) before the outbreak of COVID-19 pandemic. This is a qualitative study using content analysis design. Data were collected from course proforma of all courses offered for two academic sessions, 2018-2019 and 2019-2020. The data were analyzed statistically and descriptively. The findings show that the practice of alternative assessment in the studies courses was initiated in the academic session 2012-2013. Yet the number of courses involved was small and inconsistent. Various initiatives introduced in the Malaysian Higher Education Plan for 2015-2025 and UKM Education 4.0 Framework in 2017 motivated some lecturers to apply alternative assessment in TL sessions. Additionally, various forms of alternative assessment used by the lecturers included project-based activities, fieldwork, essay writing, oral presentation, seminars and online assessment using digital technology. This study underlines the importance of alternative assessment in Islamic studies courses as it contributes to development of students’ generic skills and learning experience. Besides, it reduces lecturers’ dependence on using final examination to assess student performance for course learning outcomes. Further, the implementation of alternative assessments portrays the flexibility of Islamic studies courses in adapting to current changes and challenges. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
