Challenges And Educators’ Perceptions of Integrity in Online Quran Memorization (Tasmik) Assessments

Juzlinda Mohd Ghazali; Mohd Shahrul Nizam  Mohd Danuri; Siti Noor Ahmad; Abu Zaki Ismail; Muhammad Izzat Ngah; Iksal Yanuarsyah

doi:10.53840/myjict10-2-233

Pengarang

Juzlinda Mohd Ghazali Faculty of Creative Multimedia and Computing, Universiti Islam Selangor, Malaysia
Mohd Shahrul Nizam Mohd Danuri Faculty of Computer Science and Information Technology, Universiti Malaya, Malaysia
Siti Noor Ahmad Faculty of Creative Multimedia and Computing, Universiti Islam Selangor, Malaysia
Abu Zaki Ismail Faculty of Islamic Civilization Studies, Universiti Islam Selangor, Malaysia
Muhammad Izzat Ngah Faculty of Islamic Civilization Studies, Universiti Islam Selangor, Malaysia
Iksal Yanuarsyah Faculty of Engineering and Science, Universitas Ibn Khaldun Bogor, Indonesia

DOI:

https://doi.org/10.53840/myjict10-2-233

Kata kunci:

Online Tasmik, Academic Integrity, Teacher Perceptions, Cheating, Digital Assessment

Abstrak

This paper looks at the challenges and perceptions of tahfiz educators regarding the integrity of online Quran memorization assessments (tasmik). When institutions had to switch to online learning because of the COVID-19 pandemic, they had to find new ways to test students. Integrity concerns were about whether the tests were fair and if students were being honest. Through focus group discussions and nominal group techniques with nine tahfiz educators, this study identifies key obstacles such as weak internet connectivity, limited technological infrastructure, and student dishonesty during online tasmik sessions. Educators highlighted behavioral indicators of cheating, such as inconsistent eye movements, head gestures, and reliance on hidden notes or devices. The results show that educators mostly don't trust online tests and prefer to give tests in person. The study highlights the need for clear rules, ethics training, and digital skills programs to make assessments more reliable in tahfiz institutions. Suggestions are given for institutions to integrate the use of technology for monitoring tests, strengthen rules and policies, and provide support for both educators and students in keeping up with online Quran education.

Muat turun

Muat turun data belum tersedia.

Rujukan

Ambi Singh, & Smita Das (2022). A cheating detection system in online examinations based on the analysis of eye-gaze and head-pose. THEETAS 2022.

Dilini, N., Senaratne, A., Yasarathna, T., Warnajith, N., & Seneviratne, L. (2021). Cheating detection in browser-based online exams through eye gaze tracking. ICITR 2021.

Gribbins, M., & Bonk, C. J. (2023). An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity. British Journal of Educational Technology, 54, 1693–1714.

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82.

Hennink, M. and Kaiser, B.N. (2022) Sample Sizes for Saturation in Qualitative Research: A Systematic Review of Empirical Tests. Social Science and Medicine, 292, Article ID: 114523.

Holden, O., Norris, M. & Kuhlmeier, V. (2021). Academic Integrity in Online Assessment: A Research Review. Frontiers in Education. 6. 10.3389/feduc.2021.639814.

Jalilzadeh, K., Rashtchi, M., & Mirzapour, F. (2024). Cheating in Online Assessment: A Qualitative Study on Reasons and Coping Strategies Focusing on EFL Teachers’ Perceptions. Language Testing in Asia, 14, Article No. 29.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage. (Foundational trustworthiness criteria).

Nyumba, T. O., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9, 20–32.

Ogata, H., Akama, M., & Suzuki, S. (2017). Detecting cheating using acoustic devices in examinations with eye tracker. Bulletin of Data Analysis of Japanese Classification Society, 6(1), 127–139.

Razlan, S., Sumaiyah, A., et al. (2022). Amanah and honesty in Quran memorization: Perspectives from tahfiz educators. Journal of Islamic Education, 12(1), 55–70.

Sabrina, F., Azad, S., Sohail, S., & Thakur, S. (2022). Ensuring academic integrity in online assessments: A literature review and recommendations. International Journal of Information and Education Technology, 12(1), 60–70.

Wicaksono, A. L., & Anam, S. (2022). Teachers’ Perceptions Towards the Practice Of Assessment In Online Classroom During Pandemic Of Covid-19. ELite Journal: International Journal of Education, Language and Literature, 2(4), 211–218.

Yulita, I. N., Hariz, F. A., Suryana, I., & Prabuwono, A. S. (2023). Educational Innovation Faced with COVID-19: Deep Learning for Online Exam Cheating Detection. Education Sciences, 13(2), 194.