ISSN: 2226-6348
Open access
Online learning during the COVID-19 pandemic has paved the way for a new shift in Islamic studies towards the implementation of digital alternative assessments. Although the shift was initially characterized by urgency due to the Movement Control Order (MCO), the evolvement has increasingly gained acceptance and proven to be effective in achieving learning outcomes. This study aims to identify the perceptions of Islamic studies students on the implementation of the digital alternative assessments they undertook in terms of practice, form, and effectiveness. A survey questionnaire was carried out involving 461 students. Data were measured using a five-point Likert scale and were analyzed using Statistical Package for Social Science (SPSS) 26.0. The findings indicate that the respondents’ perception of the practice and form of digital alternative assessment in Islamic studies is at a high level. All learning and assessments carried out by the lecturers were conducted online, and the effectiveness of the assessment was also perceived to be at a high level. The finding indicates that the assessment enabled the students to synthesize information and harnessed their skills through the process of self-reflection on learning. Through the assessment, they managed to synthesize information and hone their skills through the process of self-reflection on their learning. This means that the practice of digital alternative assessment in Islamic studies is assessed as authentic because it allows students to apply high-level skills and knowledge as well as provides a real-world learning experience. Nevertheless, the digital aspect necessitates further improvement to provide a meaningful learning experience. This study suggests that the practice of digital alternative assessment in Islamic studies considers the challenges faced by students and their views towards developing a more sustainable guideline for implementing the online alternative assessment.
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In-Text Citation: (Hussin et al., 2022)
To Cite this Article: Hussin, H., Amran, N. N., Khafidz, H. A., Rahman, N. F. A., Ismail, A., Zakaria, Z., & Azlan, N. (2022). Students’ Perception of Digital Alternative Assessment Practices in Islamic Studies. International Journal of Academic Research in Progressive Education and Development, 11(3), 465–481.
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