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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| Format: | Article |
| Language: | Arabic |
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Institut Agama Islam Negeri Madura
2025-01-01
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| Series: | Tadris: Jurnal Pendidikan Islam |
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| 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 |
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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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| format | Article |
| id | doaj-art-fd7de6c9aa554441b855e6164e75511a |
| institution | Kabale University |
| issn | 1907-672X 2442-5494 |
| 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 |
| work_keys_str_mv | AT amiruddin studyinginchinaanalysisoftheimplementationofformativeassessmentinlearninganditscontributiontoislamicreligiouseducation AT khalidhasanminabari studyinginchinaanalysisoftheimplementationofformativeassessmentinlearninganditscontributiontoislamicreligiouseducation AT kusaeri studyinginchinaanalysisoftheimplementationofformativeassessmentinlearninganditscontributiontoislamicreligiouseducation AT fauziahmdjaafar studyinginchinaanalysisoftheimplementationofformativeassessmentinlearninganditscontributiontoislamicreligiouseducation |