Pembangunan model penilaian Massive Open Online Courses (MOOC) untuk bahasa Arab di Institusi Pengajian Tinggi

Developing an assessment model for Massive Open Online Courses (MOOC) for the Arabic language at Higher Educational Institutions

Authors

  • Ghazali Zainuddin Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA
  • Irwan Mahazir Ismail Universiti Sains Malaysia (USM), MALAYSIA
  • Siti Rosilawati Ramlan Universiti Sains Islam Malaysia (USIM), MALAYSIA
  • Mohammad Najib Jaffar Universiti Sains Islam Malaysia (USIM), MALAYSIA
  • Mohammad Imran Ahmad Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA
  • Norfaezah Mohd Hamidin Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA
  • Mohd Shahrul Nizam Mohd Danuri Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA
  • Sofia Noraina Isa Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA

DOI:

https://doi.org/10.53840/alirsyad.v6i2.163

Keywords:

Interpretive Structural Modelling (ISM), MOOC for Arabic Language, Assessment Model, Higher Educational Institution, Expert Consensus

Abstract

The Massive Open Online Courses (MOOC) platform is one of the online learning platforms used around the world, especially in higher education institutions (HEIs). It is one of the main platforms for teaching and learning in the Malaysian HEIs during the Covid-19 pandemic that has spread worldwide since December 2019. However, some lecturers have voiced their concerns about conducting assessments on MOOCs, specifically for Arabic language learning. Therefore, the development of a MOOC assessment model for Arabic can be used as an alternative solution. This article aims to elucidate complex problems and analyse the structure and essential elements to be applied in the MOOC assessment model. This model was developed based on the consensus of seven experts. Interpretive Structural Modelling (ISM) was utilised in the development of this model. The six main steps involved in the model development were identifying relevant elements, establishing relationships between variables, developing a self-interaction structure matrix (SSIM), generating a model from the ISM approach, delivering a presentation on the study model, and finally presenting and amending the final model of the study. A total of seven elements were identified by the experts for the implementation of the MOOC assessment for Arabic. The important element is the element that determines the type of assessment (self-assessment, peer, summative assessment, formative) to measure student performance, which ends with the element of determining the certification requirements for students to complete the course.

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Author Biographies

Ghazali Zainuddin, Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA

Dr. Ghazali bin Zainuddin is a lecturer of applied linguistic at Selangor Islamic International University College (KUIS) Malaysia. He was also appointed as a Head of the Department of  Arabic Language and Linguistics Studies in 2019. He holds Ph.D. in Curriculum and Instruction from the University of Jordan, the Hashemite Kingdom of Jordan, in 2017 and obtained his MA in Arabic as a Second Language from International Islamic University Malaysia in 2010. He graduated with a Bachelor’s degree in Arabic Language and Literature from  International Islamic University Malaysia in 2005. He has 17 years of teaching experience in various subjects such as Arabic syntax, Morphology, Arabic Phonology, Advanced Reading, Curriculum Development, Research Methodology, and teaching Arabic for a nonnative speaker. He is also actively involved in research. His expertise includes applied linguistics, gamification, Arabic for specific purposes, MOOC, and teaching Arabic as a Second Language and for a nonnative speaker. He can be contacted at ghazali@kuis.edu.my

 

Irwan Mahazir Ismail, Universiti Sains Malaysia (USM), MALAYSIA

 

 

Siti Rosilawati Ramlan, Universiti Sains Islam Malaysia (USIM), MALAYSIA

 

 

Mohammad Najib Jaffar, Universiti Sains Islam Malaysia (USIM), MALAYSIA

 

 

Mohammad Imran Ahmad, Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA

 

 

Norfaezah Mohd Hamidin, Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA

 

 

Mohd Shahrul Nizam Mohd Danuri, Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA

 

 

Sofia Noraina Isa, Kolej Universiti Islam Antarabangsa Selangor (KUIS), MALAYSIA

 

 

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Published

2021-12-21

How to Cite

Zainuddin, G., Ismail, I. M., Ramlan, S. R., Jaffar, M. N., Ahmad, M. I., Mohd Hamidin, N., Mohd Danuri, M. S. N., & Isa, S. N. (2021). Pembangunan model penilaian Massive Open Online Courses (MOOC) untuk bahasa Arab di Institusi Pengajian Tinggi: Developing an assessment model for Massive Open Online Courses (MOOC) for the Arabic language at Higher Educational Institutions. Al-Irsyad: Journal of Islamic and Contemporary Issues, 6(2), 706–717. https://doi.org/10.53840/alirsyad.v6i2.163

Issue

Vol. 6 No. 2 (2021): al-Irsyad: Journal of Islamic and Contemporary Issues

Section

Malay

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