Teacher’s Evaluation of Student Progress in Islamic Education Using Hikmah Pedagogy

Abstract

Evaluation is critical to determine student success throughout the teaching and learning process. When it comes to self-evaluation, stronger students tend to undervalue their performance, whereas weaker students prefer to exaggerate theirs. Due to this, a teacher’s evaluation is designed to achieve a balanced evaluation between stronger and weaker students. Therefore, the purpose of this study is to determine the level of a teacher’s evaluation of student progress and to determine if there is a significant variation in teacher’s evaluation of student progress across locations, school types, and job experience. The approach used is through survey research design. Thirty-three Islamic education teachers participated in this study. The data indicate that teacher’s evaluation of student progress was generally favourable across all dimensions and that there were no significant variations in teacher’s evaluation of student progress by urban or rural location, school type, or employment experience. In general, the findings in this study can assist teachers and students in enhancing their teaching and learning process.