PROBLEMATIKA DAN TRANSFORMASI EVALUASI MAHĀRAH KALĀM: TINJAUAN SISTEMATIS DALAM PEMBELAJARAN BAHASA ARAB ERA DIGITAL
DOI:
https://doi.org/10.24256/jale.v9i1.10609Keywords:
digital assessment, Mahara kalam, Arabic Language Learning, authentic assessmentAbstract
This study investigates the challenges and transformation of mahārah kalām (Arabic speaking skills) assessment in the digital era. Using a qualitative library research approach, the study analyzes relevant scholarly literature published between 2020 and 2025. The findings reveal a significant shift from conventional assessment, which focuses on grammatical accuracy and memorization, to digital and authentic assessment models that emphasize communicative competence. Emerging assessment practices include digital portfolios, video projects, online oral tests, peer assessment, self-assessment, and AI-assisted evaluation. This transformation reflects a transition from teacher-centered to student-centered assessment, encouraging learners to actively participate in evaluating and improving their speaking performance. Digital technologies also provide more flexible and authentic opportunities for language use in real communication contexts. However, several challenges remain, including limited digital literacy among teachers, inadequate technological infrastructure, unequal access to digital resources, and concerns regarding assessment validity and objectivity. The study concludes that effective mahārah kalām assessment in the digital age requires the integration of technology with authentic, communicative, and performance-based evaluation practices. These findings offer insights for educators and curriculum developers seeking to design more adaptive and relevant Arabic language assessment systems.
Penelitian ini mengkaji problematika dan transformasi evaluasi mahārah kalām (keterampilan berbicara bahasa Arab) di era digital. Penelitian menggunakan pendekatan kualitatif melalui kajian pustaka dengan menganalisis berbagai literatur ilmiah yang relevan pada periode 2020–2025. Hasil penelitian menunjukkan adanya pergeseran signifikan dari evaluasi konvensional yang berfokus pada ketepatan gramatikal dan hafalan menuju evaluasi digital dan autentik yang menekankan kompetensi komunikatif. Bentuk evaluasi yang berkembang meliputi portofolio digital, proyek video, tes lisan daring, peer assessment, self-assessment, dan evaluasi berbantuan kecerdasan buatan. Transformasi ini mencerminkan perubahan paradigma dari teacher-centered assessment menuju student-centered assessment yang menempatkan peserta didik sebagai subjek aktif dalam proses evaluasi. Pemanfaatan teknologi digital juga memberikan peluang yang lebih luas untuk mengembangkan kemampuan berbicara dalam konteks komunikasi yang autentik dan fleksibel. Namun, implementasinya masih menghadapi berbagai kendala, seperti rendahnya literasi digital guru, keterbatasan infrastruktur teknologi, kesenjangan akses digital, serta persoalan validitas dan objektivitas penilaian. Penelitian ini menyimpulkan bahwa evaluasi mahārah kalām yang efektif di era digital memerlukan integrasi teknologi dengan asesmen autentik berbasis performa. Temuan ini diharapkan dapat menjadi rujukan bagi pendidik dan pengembang kurikulum dalam merancang sistem evaluasi bahasa Arab yang lebih adaptif dan relevan.
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