ABSTRACT
This study examines the influence of pedagogical content knowledge (PCK) on formative assessment practices among Islamic religious education (IRE) teachers in Malaysian secondary schools, mixed methods design. The research integrates quantitative and qualitative approaches to comprehensively analyse the relationship between content knowledge, pedagogical knowledge, and PCK in shaping formative assessment practices. Quantitative data were collected from 249 IRE teachers via an online survey and analysed using partial least squares structural equation modelling (PLS-SEM), revealing that pedagogical knowledge and PCK significantly influence formative assessment practices, with pedagogical knowledge emerging as the strongest predictor. Content knowledge, however, did not demonstrate a significant impact. Three IRE teachers were randomly selected for semi-structured interviews to complement these findings, providing qualitative insights into their formative assessment strategies. The qualitative findings underscored the role of PCK in designing assessments that integrate Islamic teachings with real-life applications, promoting both intellectual engagement and moral development. Teachers employed varied strategies, including reflective essays, oral recitations, and real-world scenarios, to foster a deeper understanding of Islamic principles such as Tawheed and Fiqh. The interviews also highlighted the importance of addressing misconceptions and implementing differentiated instruction to cater to diverse learning needs. This study demonstrates the critical role of PCK in shaping effective formative assessments thus emphasising its potential to enhance students’ academic achievements and their spiritual and ethical growth. The findings contribute valuable insights into the intersection of pedagogy and assessment within the context of Islamic education, offering implications for future research and educational practices.
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