Research Trends in School Excellent Model (SEM): The Future Insights for Islamic Education Assessment
Keywords:
School Excellent Model, teaching & learning, Implementation
Abstract
A School Excellent Model (SEM) is a concept of excellent school management in which there are interesting programs that can lead to the goal of quality education. Education needs in the digital era are increasingly complex, requiring practitioners to adapt and have diverse skills and competencies. It is intended to achieve the goal of quality education by one of the goals of the Sustainable Development Goals (SDGs). This research uses a type of literature review in the form of a Systematic Literature Review (SLR) of articles indexed by Scopus about the School Excellent Model from 2015 to 2022 that have gone through a process of screening, eligibility, extraction, and inclusion criteria. The results of the research literature review on SEM from 2015 to 2022 are 1) mapping related studies; a. competence of an educator in managing learning, conducting assessments or assessments, and integrating technology in learning. b. competence of a leader (principal) in managing institutions, resources, and teacher coaching. c. The need for relationships and cooperation with school partners such as the government, parents, and the community is urgent. d. Innovation and continuous improvement of education. 2) From mapping the results of research studies on SEM, several things were found that can be used as insights into Islamic religious education in Indonesia, including the development of the quality of Islamic religious educators who are technologically sensitive, competent, and adaptive and can formulate assessment techniques for quality learning (self-assessment, formative and assessment ). Development of leadership skills and communication skills for education managers and implementers.
Downloads
Download data is not yet available.
References
Abu Bakar, M., Teng, S. S., Layne, H., & Kaurani, S. N. (2021). Navigating diversities: experiences of youths in one Singapore school. Journal of Multicultural Discourses, 16(3), 258–276. https://doi.org/10.1080/17447143.2021.1934479
Aheisibwe, I. (2021). Bridging the education gap in higher institutions of learning using Bloom’s taxonomy of educational objectives. African Educational Research Journal, 9(1), 69–74. https://doi.org/10.30918/aerj.91.20.213
Al-Jarf, R. (2021). Investigating digital equity in distance education in saudi arabia during the covid-19 pandemic. ELearning and Software for Education Conference, 11–20. https://doi.org/10.12753/2066-026X-21-001
Aldaihani, S. G. H. (2014). School Excellence Model in Public Schools in the State of Kuwait : A Proposed Model. 5(34), 126–133.
Aysenur k, V. K. (2022). The Relationship Between 21st-century Teacher Skills and Critical Thinking Skills of Classroom Teacher. International Journal of Psychology and Educational Studies, 9(1), 91–101. https://doi.org/10.52380/ijpes.2022.9.1.551
Beasy, K., & Boyd, D. (2022). Skills 4 Kids Cafes : Working to Support SDG 4 through Delivering Early Childhood Educator Professional Learning in Partnership with Community. International Journal of Early Childhood Environmental Education, 9(1), 26–39.
Boettcher, M. L. (2021). A Different Kind of Job Search: Post-Graduate Student Affairs Geographically Focused Searches. Georgia Journal of College Student Affairs, 37(2). https://doi.org/10.20429/gcpa.2021.370207
Boonphadung, S., & Seubsang, P. (2021). Good Practices For Stem Based Learning Management And Assessment For Secondary Education Classrooms In Thailand. Turkish Journal of Computer and Mathematics Education, 12(12), 2007–2015.
Chan, K. T. (2021). Embedding formative assessment in blended learning environment: The case of secondary Chinese language teaching in Singapore. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070360
Cheong, Y.-Y. (2018). Assessment in Singapore: perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 25(6), 678–682. https://doi.org/10.1080/0969594x.2017.1309354
Díez, F., Iraurgi, I., & Villa, A. (2018). Quality management in schools: Analysis of mediating factors. South African Journal of Education, 38(2), 1–8. https://doi.org/10.15700/saje.v38n2a1388
Duff, F. J., Reen, G., Plunkett, K., & ... (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child …, Query date: 2023-05-21 10:36:39. https://doi.org/10.1111/jcpp.12378
Fishbein, B., Foy, P., & Yin, L. (2021). TIMSS 2019 user guide for the international database: Supplement 3 - Variables derived from the student, home, teacher, and school context data. https://timss2019.org/international-database/downloads/T19_UG_Supp3-derived-context-variables.pdf
Gagnon, D. J., & Mattingly, M. J. (2015). State policy responses to ensuring excellent educators in rural schools. Journal of Research in Rural Education, Query date: 2023-05-21 10:36:39. https://jrre.psu.edu/sites/default/files/2019-08/30-13.pdf
Goodman, F. R., Disabato, D. J., Kashdan, T. B., & Kauffman, S. B. (2018). Measuring well-being: A comparison of subjective well-being and PERMA. Journal of Positive Psychology, 13(4), 321–332. https://doi.org/10.1080/17439760.2017.1388434
Gopinathan, S., & Lee, M. H. (2018). Excellence and equity in high-performing education systems: policy lessons from Singapore and Hong Kong / Excelencia y equidad en sistemas educativos de alto rendimiento: lecciones de las políticas educativas en Singapur y Hong Kong. Infancia y Aprendizaje, 41(2), 203–247. https://doi.org/10.1080/02103702.2018.1434043
Heng, T. T., Song, L., & Tan, K. (2021). Understanding the interaction of assessment, learning and context: Insights from Singapore. Educational Research, 63(1), 65–79. https://doi.org/10.1080/00131881.2021.1874248
Huang, J., Tang, Y., He, W., & Li, Q. (2019). Singapore’s School Excellence Model and student learning: evidence from PISA 2012 and TALIS 2013. Asia Pacific Journal of Education, 39(1), 96–112. https://doi.org/10.1080/02188791.2019.1575185
Ivkovic, S. S., & McRae, N. (2021). Improving engagement of interns and employers with the United Nation’s Sustainable Development Goals. International Journal of Work-Integrated Learning, 22(3), 345–356.
Jaidev, R. (2021). Transforming the Teaching of Writing from a Skills-Based Approach to a Knowledge Construction Approach in a University in Singapore. Composition Studies, 49(3), 145–149. https://login.libproxy.nie.edu.sg/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1337472&site=ehost-live&scope=site
Kane, S. N., Mishra, A., & Dutta, A. K. (2016). Preface: International Conference on Recent Trends in Physics (ICRTP 2016). Journal of Physics: Conference Series, 755(1). https://doi.org/10.1088/1742-6596/755/1/011001
Kim, S., Chen, Z. W., Tan, J. Q., & Mussagulova, A. (2021). A case study of the Singapore SkillsFuture Credit scheme: preliminary insights for making lifelong learning policy more effective. Asian Journal of Political Science, 29(2), 192–214. https://doi.org/10.1080/02185377.2021.1917431
Lee, M. C. Y., Chow, J. Y., Button, C., & Tan, C. W. K. (2017). Nonlinear Pedagogy and its role in encouraging twenty-first century competencies through physical education: a Singapore experience. Asia Pacific Journal of Education, 37(4), 483–499. https://doi.org/10.1080/02188791.2017.1386089
Loh, C. E. (2015). Building a Reading Culture in a Singapore School: Identifying Spaces for Change Through a Socio-spatial Approach. Changing English: Studies in Culture and Education, 22(2), 209–221. https://doi.org/10.1080/1358684X.2015.1022509
Lu, Y., Tikekar, M., Mohanty, R., & ... (2015). Stable cycling of lithium metal batteries using high transference number electrolytes. Advanced Energy …, Query date: 2023-05-21 10:36:39. https://doi.org/10.1002/aenm.201402073
Madani, R. A. (2019). Analysis of Educational Quality, a Goal of Education for All Policy. Higher Education Studies, 9(1), 100. https://doi.org/10.5539/hes.v9n1p100
Mohamed, Z., Saiful, M., & Yusoff, A. (2021). Malcolm Baldrige Approach in University Management: An Importance – Performance Matrix Analysis (IPMA). Asian Journal of University Education (AJUE), 17(2).
Ng, P. T., & Chan, D. (2008). A comparative study of Singapore’s school excellence model with Hong Kong’s school-based management. International Journal of Educational Management, 22(6), 488–505. https://doi.org/10.1108/09513540810895426
Nguyen, D., Ng, D., Luo, W., & Mansor, S. (2020). Exploring the relationships between instructional leadership and teacher competencies: Singapore primary school teachers’ perceptions. International Journal of Leadership in Education, 25(6), 919–940. https://doi.org/10.1080/13603124.2020.1731765
Or, C. (2022). Determinants of Online Assessment Adoption in Singapore Technical College (Vol. 15, Issue 2).
Osarenren-Osaghae, I. (2018). Educational policies and programs implementations: A case study of education funding, universal basic education (UBE), and teacher education. International Journal of Educational Administration and Policy Studies, 10(8), 91–102. https://doi.org/10.5897/ijeaps2016.0457
Patiro, S. P. S., & Budiyanti, H. (2022). School Teachers’ Behavior in Remote Learning During Covid-19 Pandemic: Indonesia Perspective. Turkish Online Journal of Distance Education, 23(4), 0–1. https://doi.org/10.17718/tojde.1182790
Rahiem, M. D. H. (2021). Indonesian University Students’ Likes and Dislikes about Emergency Remote Learning during the COVID-19 Pandemic. Asian Journal of University Education, 17(1), 1–18. https://doi.org/10.24191/ajue.v17i1.11525
Schleicher, A. (2018). PISA 2018 Insight and Interpretations. In Japanese Journal of Anesthesiology (Vol. 24, Issue 1).
Simanjuntak, M. B., & Barus, I. R. G. (2020). English Reading Literacies to Improve Values Among Teenagers. Seltics, 3(2), 93–102. https://doi.org/10.46918/seltics.v0i0.734
Stracke, C. M. C. M. (2019). Quality Frameworks and Learning Design for Open Education Introduction: The Need to Change Learning and Education”. International Review of Research in Open and Distributed Learning, 20(2), 180–203. www.scholar.google.com%0ADiakses pada tanggal 18 Maret 2021
Suratmi, S., & Sopandi, W. (2022). Knowledge, skills, and attitudes of teachers in training critical thinking of elementary school students. Journal of Education and Learning (EduLearn), 16(3), 291–298. https://doi.org/10.11591/edulearn.v16i3.20493
Susilo, M. J., Dewantoro, M. H., & Yuningsih, Y. (2022). Character education trend in Indonesia. Journal of Education and Learning (EduLearn), 16(2), 180–188. https://doi.org/10.11591/edulearn.v16i2.20411
Swanson, P., & Wagner, M. (2016). Building Bridges Across Institutions to Recruit, Educate, and Retain Excellent Language Educators. Foreign Language Annals, 49(3), 407–411. https://doi.org/10.1111/flan.12229
Syakrani, W. (2022). Sistem Pendidikan Di Negara Singapura. Adiba: Journal of Education, 2(4), 517–527. http://www.ef.co.id/upa/education-systems/education-system-singapore
Tan, S. Y. (2017). Clinical group supervision experiences of Singapore school counsellors. British Journal of Guidance and Counselling, 47(4), 432–445. https://doi.org/10.1080/03069885.2017.1371275
Ti, C. B. W., Tang-Wong, J., & Bringle, R. G. (2021). Initiating and Extending Institutionalization of Service-Learning. Journal of Higher Education Outreach and Engagement, 25(2), 5–22.
Türker, A. (2021). Skill of Location Analysis in Social Studies Curriculum and Textbooks of Turkey. Review of International Geographical Education Online, 11(1), 62–74. https://doi.org/10.33403/rigeo.841297
Ummah, U. S., Tahar, M. M., Yasin, M. H. bi. M., & Narmaditya, B. S. (2022). Parents, Teachers, Special Teachers, and School Principals: Which One Matters in Driving the Success of Inclusive School in Indonesia? Pegem Egitim ve Ogretim Dergisi, 12(4), 321–327. https://doi.org/10.47750/pegegog.12.04.33
Varghese, J., & Mohamedunni A.M, M. N. (2021). Why the Optimism Misses? An Analysis on the Gaps and Lags of Teachers’ Perceptions of 21st Century Skills. Shanlax International Journal of Education, 10(1), 68–75. https://doi.org/10.34293/education.v10i1.4322
Vossoughi, S., Hooper, P. A. K., & Escudé, M. (2016). Making Through the Lens of Culture Visions for Educational Equity. Harvard Educational Review, 86(2), 206–232.
Wang, L. Y., Chen Victor, D. T., & Neo, W. L. (2019). Studying the enactment of School-Based Curriculum Development (SBCD) in Singapore. Educational Research, 61(3), 337–355. https://doi.org/10.1080/00131881.2019.1642120
Wong, H. M. (2017). Implementing self-assessment in Singapore primary schools: effects on students’ perceptions of self-assessment. Pedagogies, 12(4), 391–409. https://doi.org/10.1080/1554480X.2017.1362348
Wong, H. M., Kwek, D., & Tan, K. (2020). Changing Assessments and the Examination Culture in Singapore: A Review and Analysis of Singapore’s Assessment Policies. Asia Pacific Journal of Education, 40(4), 433–457. https://doi.org/10.1080/02188791.2020.1838886
Zhou, R., & Abedin, Nur F, S. (2022). Sustainable Development Goals Knowledge and Sustainability Behaviour: A Study of British and Malaysian Tertiary Students. Asian Journal of University Education, 18(2), 430–440. https://doi.org/10.24191/ajue.v18i2.17997
Ziegler, A., Kuo, C. C., Eu, S. P., Gläser-Zikuda, M., Nuñez, M., Yu, H. P., & Harder, B. (2021). Equity gaps in education: Nine points toward more transparency. Education Sciences, 11(11), 1–12. https://doi.org/10.3390/educsci11110711
Zorzos, M., & Avgerinos, E. (2022). Interdisciplinarity in Data Analysis Through the Primary School Textbooks in Greece and Singapore. Research in Social Sciences and Technology, 7(1), 90–99. https://doi.org/10.46303/ressat.2022.6
Aheisibwe, I. (2021). Bridging the education gap in higher institutions of learning using Bloom’s taxonomy of educational objectives. African Educational Research Journal, 9(1), 69–74. https://doi.org/10.30918/aerj.91.20.213
Al-Jarf, R. (2021). Investigating digital equity in distance education in saudi arabia during the covid-19 pandemic. ELearning and Software for Education Conference, 11–20. https://doi.org/10.12753/2066-026X-21-001
Aldaihani, S. G. H. (2014). School Excellence Model in Public Schools in the State of Kuwait : A Proposed Model. 5(34), 126–133.
Aysenur k, V. K. (2022). The Relationship Between 21st-century Teacher Skills and Critical Thinking Skills of Classroom Teacher. International Journal of Psychology and Educational Studies, 9(1), 91–101. https://doi.org/10.52380/ijpes.2022.9.1.551
Beasy, K., & Boyd, D. (2022). Skills 4 Kids Cafes : Working to Support SDG 4 through Delivering Early Childhood Educator Professional Learning in Partnership with Community. International Journal of Early Childhood Environmental Education, 9(1), 26–39.
Boettcher, M. L. (2021). A Different Kind of Job Search: Post-Graduate Student Affairs Geographically Focused Searches. Georgia Journal of College Student Affairs, 37(2). https://doi.org/10.20429/gcpa.2021.370207
Boonphadung, S., & Seubsang, P. (2021). Good Practices For Stem Based Learning Management And Assessment For Secondary Education Classrooms In Thailand. Turkish Journal of Computer and Mathematics Education, 12(12), 2007–2015.
Chan, K. T. (2021). Embedding formative assessment in blended learning environment: The case of secondary Chinese language teaching in Singapore. Education Sciences, 11(7). https://doi.org/10.3390/educsci11070360
Cheong, Y.-Y. (2018). Assessment in Singapore: perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 25(6), 678–682. https://doi.org/10.1080/0969594x.2017.1309354
Díez, F., Iraurgi, I., & Villa, A. (2018). Quality management in schools: Analysis of mediating factors. South African Journal of Education, 38(2), 1–8. https://doi.org/10.15700/saje.v38n2a1388
Duff, F. J., Reen, G., Plunkett, K., & ... (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child …, Query date: 2023-05-21 10:36:39. https://doi.org/10.1111/jcpp.12378
Fishbein, B., Foy, P., & Yin, L. (2021). TIMSS 2019 user guide for the international database: Supplement 3 - Variables derived from the student, home, teacher, and school context data. https://timss2019.org/international-database/downloads/T19_UG_Supp3-derived-context-variables.pdf
Gagnon, D. J., & Mattingly, M. J. (2015). State policy responses to ensuring excellent educators in rural schools. Journal of Research in Rural Education, Query date: 2023-05-21 10:36:39. https://jrre.psu.edu/sites/default/files/2019-08/30-13.pdf
Goodman, F. R., Disabato, D. J., Kashdan, T. B., & Kauffman, S. B. (2018). Measuring well-being: A comparison of subjective well-being and PERMA. Journal of Positive Psychology, 13(4), 321–332. https://doi.org/10.1080/17439760.2017.1388434
Gopinathan, S., & Lee, M. H. (2018). Excellence and equity in high-performing education systems: policy lessons from Singapore and Hong Kong / Excelencia y equidad en sistemas educativos de alto rendimiento: lecciones de las políticas educativas en Singapur y Hong Kong. Infancia y Aprendizaje, 41(2), 203–247. https://doi.org/10.1080/02103702.2018.1434043
Heng, T. T., Song, L., & Tan, K. (2021). Understanding the interaction of assessment, learning and context: Insights from Singapore. Educational Research, 63(1), 65–79. https://doi.org/10.1080/00131881.2021.1874248
Huang, J., Tang, Y., He, W., & Li, Q. (2019). Singapore’s School Excellence Model and student learning: evidence from PISA 2012 and TALIS 2013. Asia Pacific Journal of Education, 39(1), 96–112. https://doi.org/10.1080/02188791.2019.1575185
Ivkovic, S. S., & McRae, N. (2021). Improving engagement of interns and employers with the United Nation’s Sustainable Development Goals. International Journal of Work-Integrated Learning, 22(3), 345–356.
Jaidev, R. (2021). Transforming the Teaching of Writing from a Skills-Based Approach to a Knowledge Construction Approach in a University in Singapore. Composition Studies, 49(3), 145–149. https://login.libproxy.nie.edu.sg/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1337472&site=ehost-live&scope=site
Kane, S. N., Mishra, A., & Dutta, A. K. (2016). Preface: International Conference on Recent Trends in Physics (ICRTP 2016). Journal of Physics: Conference Series, 755(1). https://doi.org/10.1088/1742-6596/755/1/011001
Kim, S., Chen, Z. W., Tan, J. Q., & Mussagulova, A. (2021). A case study of the Singapore SkillsFuture Credit scheme: preliminary insights for making lifelong learning policy more effective. Asian Journal of Political Science, 29(2), 192–214. https://doi.org/10.1080/02185377.2021.1917431
Lee, M. C. Y., Chow, J. Y., Button, C., & Tan, C. W. K. (2017). Nonlinear Pedagogy and its role in encouraging twenty-first century competencies through physical education: a Singapore experience. Asia Pacific Journal of Education, 37(4), 483–499. https://doi.org/10.1080/02188791.2017.1386089
Loh, C. E. (2015). Building a Reading Culture in a Singapore School: Identifying Spaces for Change Through a Socio-spatial Approach. Changing English: Studies in Culture and Education, 22(2), 209–221. https://doi.org/10.1080/1358684X.2015.1022509
Lu, Y., Tikekar, M., Mohanty, R., & ... (2015). Stable cycling of lithium metal batteries using high transference number electrolytes. Advanced Energy …, Query date: 2023-05-21 10:36:39. https://doi.org/10.1002/aenm.201402073
Madani, R. A. (2019). Analysis of Educational Quality, a Goal of Education for All Policy. Higher Education Studies, 9(1), 100. https://doi.org/10.5539/hes.v9n1p100
Mohamed, Z., Saiful, M., & Yusoff, A. (2021). Malcolm Baldrige Approach in University Management: An Importance – Performance Matrix Analysis (IPMA). Asian Journal of University Education (AJUE), 17(2).
Ng, P. T., & Chan, D. (2008). A comparative study of Singapore’s school excellence model with Hong Kong’s school-based management. International Journal of Educational Management, 22(6), 488–505. https://doi.org/10.1108/09513540810895426
Nguyen, D., Ng, D., Luo, W., & Mansor, S. (2020). Exploring the relationships between instructional leadership and teacher competencies: Singapore primary school teachers’ perceptions. International Journal of Leadership in Education, 25(6), 919–940. https://doi.org/10.1080/13603124.2020.1731765
Or, C. (2022). Determinants of Online Assessment Adoption in Singapore Technical College (Vol. 15, Issue 2).
Osarenren-Osaghae, I. (2018). Educational policies and programs implementations: A case study of education funding, universal basic education (UBE), and teacher education. International Journal of Educational Administration and Policy Studies, 10(8), 91–102. https://doi.org/10.5897/ijeaps2016.0457
Patiro, S. P. S., & Budiyanti, H. (2022). School Teachers’ Behavior in Remote Learning During Covid-19 Pandemic: Indonesia Perspective. Turkish Online Journal of Distance Education, 23(4), 0–1. https://doi.org/10.17718/tojde.1182790
Rahiem, M. D. H. (2021). Indonesian University Students’ Likes and Dislikes about Emergency Remote Learning during the COVID-19 Pandemic. Asian Journal of University Education, 17(1), 1–18. https://doi.org/10.24191/ajue.v17i1.11525
Schleicher, A. (2018). PISA 2018 Insight and Interpretations. In Japanese Journal of Anesthesiology (Vol. 24, Issue 1).
Simanjuntak, M. B., & Barus, I. R. G. (2020). English Reading Literacies to Improve Values Among Teenagers. Seltics, 3(2), 93–102. https://doi.org/10.46918/seltics.v0i0.734
Stracke, C. M. C. M. (2019). Quality Frameworks and Learning Design for Open Education Introduction: The Need to Change Learning and Education”. International Review of Research in Open and Distributed Learning, 20(2), 180–203. www.scholar.google.com%0ADiakses pada tanggal 18 Maret 2021
Suratmi, S., & Sopandi, W. (2022). Knowledge, skills, and attitudes of teachers in training critical thinking of elementary school students. Journal of Education and Learning (EduLearn), 16(3), 291–298. https://doi.org/10.11591/edulearn.v16i3.20493
Susilo, M. J., Dewantoro, M. H., & Yuningsih, Y. (2022). Character education trend in Indonesia. Journal of Education and Learning (EduLearn), 16(2), 180–188. https://doi.org/10.11591/edulearn.v16i2.20411
Swanson, P., & Wagner, M. (2016). Building Bridges Across Institutions to Recruit, Educate, and Retain Excellent Language Educators. Foreign Language Annals, 49(3), 407–411. https://doi.org/10.1111/flan.12229
Syakrani, W. (2022). Sistem Pendidikan Di Negara Singapura. Adiba: Journal of Education, 2(4), 517–527. http://www.ef.co.id/upa/education-systems/education-system-singapore
Tan, S. Y. (2017). Clinical group supervision experiences of Singapore school counsellors. British Journal of Guidance and Counselling, 47(4), 432–445. https://doi.org/10.1080/03069885.2017.1371275
Ti, C. B. W., Tang-Wong, J., & Bringle, R. G. (2021). Initiating and Extending Institutionalization of Service-Learning. Journal of Higher Education Outreach and Engagement, 25(2), 5–22.
Türker, A. (2021). Skill of Location Analysis in Social Studies Curriculum and Textbooks of Turkey. Review of International Geographical Education Online, 11(1), 62–74. https://doi.org/10.33403/rigeo.841297
Ummah, U. S., Tahar, M. M., Yasin, M. H. bi. M., & Narmaditya, B. S. (2022). Parents, Teachers, Special Teachers, and School Principals: Which One Matters in Driving the Success of Inclusive School in Indonesia? Pegem Egitim ve Ogretim Dergisi, 12(4), 321–327. https://doi.org/10.47750/pegegog.12.04.33
Varghese, J., & Mohamedunni A.M, M. N. (2021). Why the Optimism Misses? An Analysis on the Gaps and Lags of Teachers’ Perceptions of 21st Century Skills. Shanlax International Journal of Education, 10(1), 68–75. https://doi.org/10.34293/education.v10i1.4322
Vossoughi, S., Hooper, P. A. K., & Escudé, M. (2016). Making Through the Lens of Culture Visions for Educational Equity. Harvard Educational Review, 86(2), 206–232.
Wang, L. Y., Chen Victor, D. T., & Neo, W. L. (2019). Studying the enactment of School-Based Curriculum Development (SBCD) in Singapore. Educational Research, 61(3), 337–355. https://doi.org/10.1080/00131881.2019.1642120
Wong, H. M. (2017). Implementing self-assessment in Singapore primary schools: effects on students’ perceptions of self-assessment. Pedagogies, 12(4), 391–409. https://doi.org/10.1080/1554480X.2017.1362348
Wong, H. M., Kwek, D., & Tan, K. (2020). Changing Assessments and the Examination Culture in Singapore: A Review and Analysis of Singapore’s Assessment Policies. Asia Pacific Journal of Education, 40(4), 433–457. https://doi.org/10.1080/02188791.2020.1838886
Zhou, R., & Abedin, Nur F, S. (2022). Sustainable Development Goals Knowledge and Sustainability Behaviour: A Study of British and Malaysian Tertiary Students. Asian Journal of University Education, 18(2), 430–440. https://doi.org/10.24191/ajue.v18i2.17997
Ziegler, A., Kuo, C. C., Eu, S. P., Gläser-Zikuda, M., Nuñez, M., Yu, H. P., & Harder, B. (2021). Equity gaps in education: Nine points toward more transparency. Education Sciences, 11(11), 1–12. https://doi.org/10.3390/educsci11110711
Zorzos, M., & Avgerinos, E. (2022). Interdisciplinarity in Data Analysis Through the Primary School Textbooks in Greece and Singapore. Research in Social Sciences and Technology, 7(1), 90–99. https://doi.org/10.46303/ressat.2022.6
Published
2023-10-26
How to Cite
Khoiriyah, S., Faizin, M., Asror, M., & Kusaeri, K. (2023). Research Trends in School Excellent Model (SEM): The Future Insights for Islamic Education Assessment. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 907-922. https://doi.org/10.37680/qalamuna.v15i2.3143
Section
Articles
Copyright (c) 2023 Siti Khoiriyah, Moh Faizin, Moh Asror, Kusaeri Kusaeri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who submit manuscript retain its copyright and grant publisher right of first publication licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) that allows others to access (search, read, download, and cite), share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon any material) the work for any lawful purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Qalamuna: Jurnal Pendidikan, Sosial, dan Agama.
