Pergeseran Paradigma: Dari Penilaian Tradisional Menuju Penilaian Inovatif Dalam Kurikulum Bahasa Arab Modern
Article Sidebar
Main Article Content
Abstract
Global educational transformation demands a repositioning of evaluation systems in language learning to remain relevant to the competencies required in the 21st century. This study aims to analyze the paradigm shift from rigid traditional assessments toward more adaptive innovative assessments in the modern Arabic curriculum. Using a descriptive qualitative methodology through literature review and content analysis, this research examines various curriculum documents and recent literature related to language assessment. The findings show that innovative assessments, such as digital portfolios and authentic assessments, provide a more comprehensive picture of learners’ competencies compared to conventional standardized tests, which tend to measure only theoretical cognitive aspects. The novelty of this study lies in the integration of modern educational philosophical principles with the practical needs of Arabic language proficiency in the digital era. The implications of this research emphasize the importance of reorienting the role of educators and curriculum policies to adopt more performative evaluation instruments. Overall, this shift serves as a catalyst for enhancing the quality of Arabic language learning outcomes to be more competitive and professional.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Content License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
How to Cite
References
Ahmiani, O. (2025). نراقلما ليلحتلا : ةيلود براجت للاخ نم ةيبرعلا ةغللا ميلعت ميوقت Arabic Language Education Assessment through International Experiences : A Comparative Analysis. 3(1), 33–46.
Akzam, I., & Hayati, N. (2026). AN INTEGRATIVE CURRICULUM MODEL FOR ARABIC INSTRUCTION INTEGRATING TRADITIONAL VALUES AND. 2(1), 31–43.
Albantani, A. M. (2014). ﺔﻤﻴﻌﻃ ﺪﻤﺣﺃ ﻱﺪﺷﺭ ﺪﻨﻋ ﺔﻴبﺮﻌﻟﺍ ﺔﻐﻠﻟﺍ ﻢﻴﻠﻌتﻭ ﻢﻠﻌت ﺕﺎيﻮﺘﺴﻣ. April.
Aziz, T., Zaman, S., Zaman, M., Begum, M. S., & Fatma, G. (2025). Language Learning Outcomes : A Critical Analysis of Assessment Methods and Their Effects on Student Achievement. 10, 580–595.
Gholib, H., Ghozi, A., Khalisa, N., & Nadiyyana, S. (2024). Upaya Peningkatan Maharah Kalam dan Qira ’ ah Melalui Kegiatan HABIBA ( Hari Bahasa Inggris Bahasa Arab ) di Madrasah Tsanawiyah Negeri 3 Medan. 1(12), 573–578.
Hidayati, F., Nurhalisa, S., Radita, A., Candrika, A., & Nisa, N. (2025). Authentic Assessment sebagai Strategi Evaluasi Efektif dalam Pembelajaran PAI Berbasis Karakter. 9, 18131–18140.
Kapsalis, G., Ferrari, A. (2019). Evidence of innovative assessment : Literature review and case studies. https://doi.org/10.2760/552774
Khikmah, A. D. E. N. U. R. (2025). No Title.
Maftukh Ghulam, M. (2025). The Challenges of Arabic Language Learning Based on the Merdeka Curriculum. 04, 1–18.
Malik, F. A., Ahmad, L. A., & Salleh, N. L. (2025). Exploring CEFR Implementation in Arabic Language Teaching : Knowledge , Perceptions , and Challenges Among Teachers. IX(2454). https://doi.org/10.47772/IJRISS
Maluch, J. T., Saud, S., Saqr, B., Qasimi, A., For, F., & Thomure, H. T. (2021). Shifting paradigms in Arabic pedagogy and policy in the UAE : Opportunities and challenges for teacher education. September.
Mohammed, T. A. S. (2025). Evaluating Translation Quality : A Qualitative and Quantitative Assessment of Machine and LLM ‑ Driven Arabic – English Translations.
Muho, A., & Taraj, G. (2022). IMPACT OF FORMATIVE ASSESSMENT PRACTICES ON STUDENT MOTIVATION FOR LEARNING THE ENGLISH LANGUAGE Keyword s. 10(1), 25–41. https://doi.org/10.18488/61.v10i1.2842
Mukaromah, M., & Judijanto, L. (2026). ARABIC LANGUAGE LEARNING IN THE AGE OF DIGITAL REVOLUTION : INNOVATIVE METHODS FOR INDONESIAN STUDENT. 21(1), 99–112.
Muslih, M., Bakar, Y. A., Negeri, U. I., & Ampel, S. (2025). INOVASI PENILAIAN PENGAJARAN BAHASA ARAB UNTUK SISWA DENGAN MODEL PENDEKATAN DIFERENSIASI. 6(2), 171–188.
Nafilah, S. A., Hamidi, S. R., & Maulidiyah, L. (2024). Arabic Language Learning Methods in The Digital Era. 7(1), 280–290.
Nur Muhidin , Hanim Husnal Khalida , Titi Maryati, K. (2025). Analisis Penilaian Berbasis Kompetensi (Kognitif, Afektif, Psikomotor) di SDIT Miftahul Wildan Nur Muhidin 1 , Hanim Husnal Khalida 2 , Titi Maryati 3 , Kartimi 4. 11(2), 113–120.
Pratama, B., Kadar, H., Husaini, B., Aziz, M. A., & Adi, D. (2024). Modern vs Traditional : Comparative Study of Efficacious Arabic Language Learning Methods. 16(1), 239–257. https://doi.org/10.24042/albayan.v16i1.22812
Priyatun, I., Taufiq, A., & Fathudin, A. U. (2025). International Conference on Islamic Studies 2025 ISSN : 2963-9816. 904–912.
Putri, M., Ramadhan, I., & Bin, M. A. (2026). THE USE OF ARABIC PODCASTS INTEGRATED WITH MOTIVATION TO LEARN IN IMPROVING STUDENTS ’ ARABIC SPEAKING SKILLS. 14(1), 355–365.
Raghuram, K. S., & Lakshmi, G. S. (2020). Language Curricula : An Analysis of Content , Methods and Assessment Procedures. 62(3).
Singh, C. K. S. (2022). JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES ESL teachers ’ assessment literacy in classroom : A review of past studies. 18(1), 1–17.
Yoong, W. F., & Hashim, H. (2023). A Systematic Review on Language Learning Strategies for English Speaking Skills in Today ’ s Learning Conditions. 13(12). https://doi.org/10.6007/IJARBSS/v13-i12/19727
Zaabalawi, R. S., & Zaabalawi, J. (2024). Portfolios versus exams : a study to gauge the better student assessment tool. Language Testing in Asia. https://doi.org/10.1186/s40468-024-00296-y
Zhan, Y., Boud, D., & Du, Z. (2025). Designing for authentic assessment : a scoping review. December 2024.
Zikriah, Z. (2022). Research trend of Arabic language teaching in the world : Systematic literature review based on Scopus database.