Implementation of Diagnostic Assessment in Learning Mahārah Qirā’ah Based on Technological Pedagogical and Content Knowledge Al-Kautsar Bintaro Middle School

Tatbīq Attaqwīm Attasykhīshī fī Ta’līmī Mahārah Qirāah alqāim ‘ala Alma’rifat Attarbawiyyah Attiknulujiyyah wa Almuhtaawa Alma’ruf (TPACK) fī Madrasati Alkautsar Alibtidāiyyah Alislāmiyyah Bintaro

Authors

  • Alya Putri Septianti Universitas Islam Negeri Syarif Hidayatullah, Indonesia
  • Ubaid Ridlo Universitas Islam Negeri Syarif Hidayatullah, Indonesia
  • Raswan Universitas Islam Negeri Syarif Hidayatullah, Indonesia

DOI:

https://doi.org/10.14421/almahara.2024.0102-04

Keywords:

Diagnostic Assessment, Mahārah Qirā’ah, TPACK, التقويم التشخيصي, مهارة القراءة, المعرفة التكنولوجية التربوية والمحتوى المعرفي

Abstract

The development of ICT (Information, communication, & technology) requires teachers to innovate and align themselves with technological developments, diagnostic assessment is vital in identifying students initial abilities, strengths, and weaknesses in Arabic text reading skills. With the integration of TPACK, teachers can utilize technology to design assessment instruments that are more effective, interactive, and relevant to students needs, as well as develop pedagogical approaches that match the characteristics of the content. This research aims to provide a deeper understanding of how technology, if appropriately integrated with pedagogical and language content understanding, can effectively improve Arabic language teaching and learning, particularly in the diagnostic assessment of mahārah qirā’ah.  The research method used is descriptive qualitative. The research data sources are divided into two sources: the first source of literary data and field data sources. Data were collected through classroom observations, interviews, and analysis of student assessment documents. The results showed that TPACK-based diagnostic assessment helped teachers map students abilities more thoroughly. Technology allows the presentation of more varied and exciting assessments, thus increasing student motivation in learning. In addition, integrating technology, pedagogy, and content makes it easier for teachers to design more targeted and practical knowledge.

Keywords: Diagnostic Assessment, Mahārah Qirā’ah, TPACK

Downloads

References

Ahmad Nurcholis, Syaikhu Ihsan Hidayatullah, and Muhamad Asngad Rudisunhaji. “Karakteristik Dan Fungsi Qira’ah Dalam Era Literasi Digital.” El-Tsaqafah: Jurnal Jurusan PBA 18, no. 2 (2019): 131–46.

Ahmadi, Yondri, and dkk. “TPACK Approach to Improving HOTS in Arabic Language Learning: Strategies and Challenges.” Shaut Al-’Arabiyah 12, no. 2 (2024): 360–70.

Aini, Nurul, and Itsnaini Muslimati Alwi. “Implementasi Asesmen Diagnostik Mata Pelajaran Bahasa Arab Kelas X MAN 1 Cilacap Tahun Pelajaran 2023/2024.” Shibghoh: Prosiding Ilmu Kependidikan UNIDA Gontor 2, no. 2 (2023): 199–211. file:///C:/Users/USER/Downloads/10994-Article Text-31419-1-10-20231024.pdf.

Andajani, Kudubakti. “Pembelajaran Berdiferensiasi.” Jurnal Ilmiah Pedagogy 2 (2022).

Anwar, Muhammad Sofi. “IMPLEMENTASI PEMBELAJARAN MAHARAH AL QIRO’AH AL ARABIYYAH BERBASIS LINGUISTIC INTELLIGENCES,” 2021, 857–72. file:///C:/Users/USER/Downloads/1080-2085-1-SM (2).pdf.

Armiyati, Laely, and Fachrurozi; Miftahul Habib. “Technological Pedagogical Content Knowledge (TPACK) Mahasiswa Calon Guru Di Tasikmalaya.” JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) 09, no. 02 (2022): 164–76. https://journal.uny.ac.id/index.php/jipsindo/article/view/52050/pdf.

Asiva Noor Rachmayani. “PENGEMBANGAN INSTRUMEN TES MAHƖRAH QIRƖ’AH UNTUK MAHASISWA BAHASA ARAB BERBASIS KOMPUTER MENGGUNAKAN SOFTWARE LECTORA INSPIRE,” 2015, 6.

Azis, Adek Cerah Kurnia, and Siti Khodijah Lubis. “ASESMEN DIAGNOSTIK SEBAGAI PENILAIAN PEMBELAJARAN DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR.” Pena Anda: Jurnal Pendidikan Sekolah Dasar 1, no. 2 (October 31, 2023): 20–29. https://doi.org/10.33830/penaanda.v1i2.6202.

Brown, Ryan A., and Joshua W. Brown. “What Is Technology Education? A Review of the ‘Official Curriculum.’” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 83, no. 2 (2010): 49–53. https://doi.org/10.1080/00098650903505449.

Chalely, Laili Mas Ulliyah Hasan, Siti Durotun Naseha, and Izzah Nur Hudzriyah Hasan. “Studi Implementasi Dan Efektivitas TPACK Dalam Pembelajaran Maharah Qiro’ah.” DAARUS TSAQOFAH Jurnal Pendidikan Pascasarjana Universitas Qomaruddin 1, no. 2 (2024): 129–37. https://doi.org/10.62740/jppuqg.v1i2.144.

Creswell, John.W. RESEARCH DESIGN PENDEKATAN METODE KUALITATIF KUANTITATIF DAN CAMPURAN. 4th ed. Pustaka Belajar, 2018.

Diah, Halimatus, and Melvi Azizatun Ni’mah. “Metode Contextual Teaching And Learning Dalam Pembelajaran Maharah Qira’ah.” Revorma: Jurnal Pendidikan Dan Pemikiran 3, no. 1 (2023): 26–41. https://doi.org/10.62825/revorma.v3i1.35.

Effendy, Ahmad Fuad. Metodologi Pengajaran Bahasa Arab. Malang: Misykat, 2017.

Haniefa, Rifda, and Mohamad Samsudin. “Penerapan Technological Pedagogical and Content Knowledge (TPACK) Dalam Pengajaran Keterampilan Berbahasa Arab.” Ta’limi | Journal of Arabic Education and Arabic Studies 2, no. 1 (2023): 61–72. https://doi.org/10.53038/tlmi.v2i1.62.

Hanik, Elya Umi, Dwiyanti Puspitasari, Emilia Safitri, Hema Rizkyana Firdaus, Maurin Pratiwi, and Reza Nidaul Inayah. “Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowledge) Guru Sekolah Dasar SIKL Dalam Melaksanakan Pembelajaran Era Digital.” JEID: Journal of Educational Integration and Development 2, no. 1 (2022): 15–27. https://doi.org/10.55868/jeid.v2i1.97.

Hasan, Laili Mas Ulliyah, Muhammad Tareh Aziz, and Muhammad Rido’i. “Menyelami Integrasi Kurikulum Untuk Penerapan TPACK Dalam Pembelajaran Bahasa Arab.” Journal of Practice Learning and Educational Development 4, no. 3 (2024): 143–50. https://doi.org/10.58737/jpled.v4i3.291.

Hermawan, Acep. Metodologi Pembelajaran Bahasa Arab. Ke-4. Bandung: RemajaRosdakarya, 2014.

Ishak, Dina Mustika, Efi Nur Fitriyanti, and Imroatul Azizah. “Pengaruh Pembelajaran Bahasa Arab Maharah Qira’ah Untuk Siswa Madrasah Aliyah Terhadap Pemahaman Budaya Arab.” Prosiding Semnasbama IV UM JILID 1, no. 1 (2020): 62–67.

Janah, Eka Fajriatul. “Konsep Dan Implementasi TPACK Pada Pembelajaran Di Sekolah Dasar.” Kalam Cendekia: Jurnal Ilmiah Kependidikan 10, no. 2 (2022): 348. https://doi.org/10.20961/jkc.v10i2.65655.

Ju, Young, Sunyoung Park, Eugene Lim, Young Ju Joo, Sunyoung Park, Eugene Lim, Ju Young Joo, Sunyoung Park, and Eugene Lim. “Factors Influencing Preservice Teachers’ Intention to Use Technology: TPACK, Teacher Self-Efficacy, and Technology Acceptance Mode.” International Forum of Educational Technology & Society Factors 21, no. 3 (2018): 48–59.

Khoiroh, Hani’atul. “Implementasi Model Technological Pedagogical and Content Knowledge (TPACK) Dalam Pebelajaran Maharah Qira’ah (Keterampilan Membaca).” JALIE: Journal of Applied Linguistics and Islamic Education 6, no. 1 (2022): 145–64. https://ejournal.unkafa.ac.id/index.php/jalie-unkafa/article/view/616.

Khotiah, Siti. “Peningkatan Kompetensi Membaca Teks Berbahasa Arab Melalui Metode Qiraah Mata Pelajaran Bahasa Arab Di MTs Negeri 8 Karangmojo.” Jurnal Pendidikan Madrasah 5, no. 2 (2020). https://ejournal.uin-suka.ac.id/tarbiyah/JPM/article/view/52-09/1894.

Natasari, Kezia Novrina, and Budi Tri Cahyono. “IMPLEMENTATION OF DIAGNOSTIC ASSESSMENT AS ONE OF THE STEPS TO IMPROVE LEARNING IN THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM” 9, no. 1 (2023): 15–25. https://journal.unj.ac.id/unj/index.php/jisae/article/view/32714/14448.

Rathomi, Ahmad. “Pembelajaran Bahasa Arab Maharah Qira’Ah Melalui Pendekatan Saintifik.” Ta’dib: Jurnal Pendidikan Islam 8, no. 1 (2019): 558–65. https://doi.org/10.29313/tjpi.v8i1.4315.

Ritonga, Apri Wardana. “Implementasi HOTS Dalam Pembelajaran Bahasa Arab: Peluang Dan Tantangannya Di Era Digital.” Pinba Xiii 2021, 2021, 274–87.

Rosyid, Abdul. “Technological Pedagogical Content Knowledge: Sebuah Kerangka Pengetahuan Bagi Guru Indonesia Di Era MEA.” Prosiding Seminar Nasional Inovasi Pendidikan Inovasi Pembelajaran Berbasis Karakter Dalam Menghadapi Masyarakat Ekonomi ASEAN, 2016, 446–54.

Siti Nurilngin. “Discovery Learning Model in Learning Maharah Qira’ah in Senior High School/ Model Discovery Learning Pada Pembelajaran Maharah Qira’ah Di Sekolah Menengah Atas.” ATHLA : Journal of Arabic Teaching, Linguistic and Literature 3, no. 1 (2022): 88–106. https://doi.org/10.22515/athla.v3i1.5125.

Suyamto, Joko, Mohammad Masykuri, and Sarwanto Sarwanto. “Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah.” INKUIRI: Jurnal Pendidikan IPA 9, no. 1 (2020): 46. https://doi.org/10.20961/inkuiri.v9i1.41381.

Viani, Yetty Okta, and Ahmad Ripai. “Implementasi Asesmen Diagnostik Non-Kognitif Gaya Belajar Dengan Media Google Form Di Smk Kota Semarang.” Jurnal Edukasi Khatulistiwa Pembelajaran Bahasa Dan Sastra Indonesia 7, no. 1 (2024): 56–64. https://doi.org/10.26418/ekha.v7i1.78559.

Yundayani, Audi. “Technological Pedagogical and Content Knowledge : Konsep Analisis Kebutuhan Dalam Pengembangan Pembelajaran.” Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara 1, no. 1 (2019): 1–6.

Downloads

Published

2024-12-03

Issue

Section

Articles