Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education

The education system in China is heavily influenced by Confucianism, which has led to an exam-oriented education system and a teacher-centered approach to learning. This environment is less conducive to the implementation of formative assessment, which emphasizes evaluating the learning process. Ho...

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Main Authors: Amiruddin, Khalid Hasan Minabari, Kusaeri, Fauziah Md. Jaafar
Format: Article
Language:Arabic
Published: Institut Agama Islam Negeri Madura 2025-01-01
Series:Tadris: Jurnal Pendidikan Islam
Subjects:
Online Access:https://ejournal.iainmadura.ac.id/index.php/tadris/article/view/15750
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author Amiruddin
Khalid Hasan Minabari
Kusaeri
Fauziah Md. Jaafar
author_facet Amiruddin
Khalid Hasan Minabari
Kusaeri
Fauziah Md. Jaafar
author_sort Amiruddin
collection DOAJ
description The education system in China is heavily influenced by Confucianism, which has led to an exam-oriented education system and a teacher-centered approach to learning. This environment is less conducive to the implementation of formative assessment, which emphasizes evaluating the learning process. However, this does not mean that process-based assessments are not applied in China. On the contrary, formative assessments are still used despite challenges from a system that prioritizes exam results. This article discusses the implementation, effectiveness, and challenges of formative assessment in China. The method used is a Systematic Literature Review (SLR) with the help of Prisma 2020. The results show that formative assessment in China is implemented through various methods such as student journals, portfolios, teacher-student interactions, formative tasks, self-assessment, peer assessment, classroom observation, and feedback. Formative assessment has proven effective in improving students' academic performance. However, its implementation faces challenges at the macro level (national education policy), meso level (school management), and micro level (classroom practices). Several formative assessment practices in China that can be adapted for assessment in Islamic education include feedback, portfolios, formative tasks, self-assessment, and peer assessment.
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institution Kabale University
issn 1907-672X
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language Arabic
publishDate 2025-01-01
publisher Institut Agama Islam Negeri Madura
record_format Article
series Tadris: Jurnal Pendidikan Islam
spelling doaj-art-fd7de6c9aa554441b855e6164e75511a2025-01-29T11:34:40ZaraInstitut Agama Islam Negeri MaduraTadris: Jurnal Pendidikan Islam1907-672X2442-54942025-01-0119210.19105/tjpi.v19i2.15750Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious EducationAmiruddin0Khalid Hasan Minabari1Kusaeri2Fauziah Md. Jaafar3Institut Kariman Wirayudha SumenepInstitut Agama Islam Negeri TernateUniversitas Islam Negeri Sunan Ampel SurabayaUniversiti Utara Malaysia The education system in China is heavily influenced by Confucianism, which has led to an exam-oriented education system and a teacher-centered approach to learning. This environment is less conducive to the implementation of formative assessment, which emphasizes evaluating the learning process. However, this does not mean that process-based assessments are not applied in China. On the contrary, formative assessments are still used despite challenges from a system that prioritizes exam results. This article discusses the implementation, effectiveness, and challenges of formative assessment in China. The method used is a Systematic Literature Review (SLR) with the help of Prisma 2020. The results show that formative assessment in China is implemented through various methods such as student journals, portfolios, teacher-student interactions, formative tasks, self-assessment, peer assessment, classroom observation, and feedback. Formative assessment has proven effective in improving students' academic performance. However, its implementation faces challenges at the macro level (national education policy), meso level (school management), and micro level (classroom practices). Several formative assessment practices in China that can be adapted for assessment in Islamic education include feedback, portfolios, formative tasks, self-assessment, and peer assessment. https://ejournal.iainmadura.ac.id/index.php/tadris/article/view/15750Formative assessmentImplementationeffectivenessChallengeIslamic religious education
spellingShingle Amiruddin
Khalid Hasan Minabari
Kusaeri
Fauziah Md. Jaafar
Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education
Tadris: Jurnal Pendidikan Islam
Formative assessment
Implementation
effectiveness
Challenge
Islamic religious education
title Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education
title_full Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education
title_fullStr Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education
title_full_unstemmed Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education
title_short Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education
title_sort studying in china analysis of the implementation of formative assessment in learning and its contribution to islamic religious education
topic Formative assessment
Implementation
effectiveness
Challenge
Islamic religious education
url https://ejournal.iainmadura.ac.id/index.php/tadris/article/view/15750
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AT kusaeri studyinginchinaanalysisoftheimplementationofformativeassessmentinlearninganditscontributiontoislamicreligiouseducation
AT fauziahmdjaafar studyinginchinaanalysisoftheimplementationofformativeassessmentinlearninganditscontributiontoislamicreligiouseducation