PENTAKSIRAN INOVATIF FIQH AL-USRAH MELALUI GALLERY WALK DAN GOOGLE SITES UNTUK PEMBELAJARAN ABAD KE-21
INNOVATIVE ASSESSMENT IN FIQH AL-USRAH THROUGH GALLERY WALK AND GOOGLE SITES FOR 21ST-CENTURY LEARNING
DOI:
https://doi.org/10.55197/qjssh.v7i3.1237Keywords:
pentaksiran autentik, Fiqh al-Usrah, Gallery Walk, Google Sites, pembelajaran berasaskan pengalamanAbstract
Kajian ini bertujuan membangunkan satu inovasi pentaksiran autentik dalam pengajaran Fiqh al-Usrah di institusi pengajian tinggi bagi menangani kelemahan pentaksiran konvensional yang cenderung berorientasikan kandungan dan kurang menilai keupayaan aplikasi dalam konteks sebenar. Berteraskan prinsip pentaksiran autentik dan pembelajaran berasaskan pengalaman, kajian ini menggunakan pendekatan Design-Based Research (DBR) pada peringkat pembangunan bagi membina satu reka bentuk pentaksiran yang sistematik dan kontekstual. Pembangunan inovasi ini melibatkan empat fasa utama, iaitu reka bentuk pentaksiran, pembangunan alternatif pembelajaran digital menggunakan Google Sites, reka bentuk interaksi pembelajaran melalui pendekatan Gallery Walk, serta reka bentuk penilaian dan refleksi kendiri. Dapatan kajian menunjukkan bahawa inovasi yang dibangunkan mengintegrasikan tiga komponen utama, iaitu alternatif pembelajaran digital, interaksi awam dan refleksi kendiri, yang berfungsi sebagai satu ekosistem pentaksiran autentik yang menyokong pembelajaran holistik. Keunikan inovasi ini terletak pada pengintegrasian elemen digital, interaksi sosial dan refleksi dalam satu kerangka pentaksiran fiqh yang holistik dan kontekstual. Secara keseluruhannya, kajian ini menyumbang satu kerangka reka bentuk pentaksiran autentik yang berpotensi merapatkan jurang antara teori dan amalan dalam pengajaran Fiqh al-Usrah, serta menyediakan asas konseptual bagi kajian lanjutan untuk menilai pelaksanaan dan keberkesanan inovasi dalam konteks sebenar pendidikan tinggi.
This study aims to develop an authentic assessment innovation in the teaching of Fiqh al-Usrah in higher education to address the limitations of conventional assessments that are predominantly content-oriented and less focused on real-life application. Grounded in the principles of authentic assessment and experiential learning, this study employs a Design-Based Research (DBR) approach at the development stage to construct a systematic and contextual assessment design. The innovation was developed through four main phases, namely assessment design, development of digital learning artefacts using Google Sites, design of learning interaction through the Gallery Walk approach, and the design of evaluation and self-reflection. The findings indicate that the proposed innovation integrates three key components digital learning artefacts, public interaction, and self-reflection which function as a holistic authentic assessment ecosystem that supports meaningful learning. The novelty of this innovation lies in the integration of digital elements, social interaction, and reflective practices within a cohesive and contextualised fiqh assessment framework. Overall, this study contributes a conceptual framework for authentic assessment design that has the potential to bridge the gap between theory and practice in Fiqh al-Usrah teaching, while providing a foundation for future empirical studies to evaluate its implementation and effectiveness in higher education contexts.
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