PENDEKATAN HEUTAGOGI: PERSEPSI MURID TERHADAP PENTAKSIRAN RAKAN SEBAYA
Students' Perceptions of Peer Assessment in The Heutagogical Approach
Abstract
In response to the challenges of 21st-century education, the country's educational pattern is now evolving. As a result, cutting-edge pedagogy, such as heutagogical approaches, is required to develop students' skills and competencies for lifelong learning. The heutagogical approach encourages student action and involvement in their teaching and learning process, including aspects of assessment, by allowing students to determine and manage their assessment of learning. As a result, this paper aims to identify the involvement of students in peer assessment of Islamic morality in secondary schools. This quantitative study used a survey design with 388 respondents who were randomly selected stratified from Form 4 students studying in national secondary schools in ten District Education Offices (PPD) in the state of Selangor. According to the study's findings, students have a low level of involvement in assessing Islamic morality toward peers. Overall, all moral constructs in evaluating Islamic morality are of high quality. The study's findings also revealed a significant difference between students' achievement grades in the subject of Islamic Education and the assessment of Islamic morality. As a result, this study can assist teachers in further improving the level of assessment of Islamic morality to peers in school as a mechanism to measure students' morale toward the construction of admirable morals. As a result, peer evaluation can be one of the alternative methods of assessment in schools.
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