Jun 2026· Aphorisme: Journal of Arabic Language, Literature, and Education· Vol 7, pp. 697-711· 0 citations
TL;DR
The findings indicate that Arabic language assessment has undergone a significant shift toward more interactive, adaptive, and student-centered evaluation through the implementation of gamified, web-based, multimedia, authentic, and AI-supported assessment.
Abstract
This study aims to analyze the development of Technology-Enhanced Assessment (TEA) in Arabic language learning from 2021 to 2026, particularly the shift from conventional evaluation to digital and AI-based assessment. This study employed a qualitative research approach using the Systematic Literature Review (SLR). A Systematic Literature Review (SLR) approach using the PRISMA framework to identify, screen, evaluate, and synthesize relevant studies obtained from Google Scholar, Garuda, and DOAJ databases. From 75 records identified through database searches, 11 studies satisfied the inclusion criteria and were thematically analyzed to examine trends, challenges, and implications of technology-enhanced assessment in Arabic language learning. The findings indicate that Arabic language assessment has undergone a significant shift toward more interactive, adaptive, and student-centered evaluation through the implementation of gamified, web-based, multimedia, authentic, and AI-supported assessment. Gamified assessment emerged as the dominant trend due to its effectiveness in increasing students’ motivation and participation. In contrast, AI-based assessment reflects the growing integration of intelligent technologies in educational evaluation. However, TEA implementation still faces challenges related to digital literacy, technological infrastructure, technical limitations, and the validity of AI-supported assessment systems. Therefore, integrating technology into Arabic language assessment requires pedagogical readiness, digital competence, and assessment literacy to support more meaningful, competency-oriented learning practices.
The implementation of gamification has been shown to have a positive effect on increasing motivation, student engagement, vocabulary mastery and self-confidence, however, several challenges were identified, including weak long-term vocabulary retention, technical constraints, variation in student ability, and excessive focus on the entertainment aspect.
Muhammad Ariff Shamsudin, Harun Baharudin· International journal of res...· 0 citations
The findings indicate that digital media used in Arabic listening instruction can be classified into four categories: audio-based media, audio visual media, Mobile-Assisted Language Learning (MALL), and Learning Management Systems (LMS).
A review of journal articles published between 2020 and 2024 that discuss the design, effectiveness, perception, and lexicographical quality of Arabic digital dictionaries identifies research gaps regarding the integration of artificial intelligence and deeper linguistic features into Arabic digital dictionaries.
Nadela Yusrizal, Asep Sopian, Mia Nurmala· 0 citations
This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
Purpose – This study aimed to analyze the implementation of Jogja Madrasah Digital (JMD) in the Arabic Language End-of-Year Summative Assessment (ASAT) at MTsN 10 Sleman, students’ perceptions, and the advantages and challenges encountered during the assessment process.
Design/methods/approach – This study employed a mixed methods approach with a convergent design and a case study framework. Data were collected through semi-structured interviews, observations, documentation, and questionnaires involving one Arabic language teacher and 30 students from grades VII B and VIII B. Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while quantitative data were analyzed using descriptive statistics.
Findings – JMD was used as the main platform for conducting the Arabic Language ASAT, covering assessment preparation, implementation, and supervision. Students demonstrated positive perceptions, with an average perception score of 81.7%. JMD was perceived as practical, accessible, and supportive of paperless assessment. However, several challenges were identified, including unstable internet connectivity, login difficulties, limitations in displaying Arabic text and fonts, and rigid scoring mechanisms for essay questions. These findings indicate that the effectiveness of JMD depends not only on the availability of technology but also on the suitability of its features for the characteristics of Arabic and the requirements of language assessment.
Research implications/limitations – Optimizing JMD requires stronger infrastructure, improved Arabic text display, more reliable access and navigation, and more flexible assessment and scoring features. The study was limited to one madrasah, one teacher, and 30 students; therefore, its findings are contextual and are not intended for statistical generalization.
Originality/value – This study provides a context-specific empirical perspective by examining JMD not merely as a technological platform but as an assessment environment for Arabic language learning. Its originality lies in connecting students’ perceptions and experiences with the technical, linguistic, and pedagogical dimensions of digital Arabic language assessment.
Majalah Ilmiah, Laboratorium Pendidikan, Ulya Alri Hanifa et al.· Edulab : majalah ilmiah lab...· 0 citations