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
Keywords:Interpretive Structural Modelling (ISM), MOOC for Arabic Language, Assessment Model, Higher Educational Institution, Expert Consensus
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.
Abdul Muqsith, A. (2018). Pembangunan model ENI berasaskan aktiviti inkuiri bagi program latihan kemahiran (Doctoral dissertation, University of Malaya).
Abdullah, M. R. (2014). Development of activity-based mLearning implementation model for undergraduate English Language learning (Doctoral dissertation, University of Malaya).
Ahmad Nasir, M. Y., & Noralina, A. (2018). Penerapan model kolaboratif e-Learning dalam kursus TITAS MOOC dan aplikasinya dalam platform OpenLearning Versi 2. Prosiding Persidangan Antarabangsa Sains Sosial Dan Kemanusiaan, April, 516–521.
Bogdanova, D., & Snoeck, M. (2018). Using MOOC technology and formative assessment in a conceptual modelling course: an experience report. In Proceedings of the 21st ACM/IEEE International Conference on Model Driven Engineering Languages and Systems: Companion Proceedings (pp. 67-73). https://doi.org/10.1145/3270112.3270120.
Chacón-Beltrán, R. (2017). The role of MOOCs in the learning of languages: lessons from a beginners’ English course. Porta Linguarum, 2017(28), 23–35. https://doi.org/10.30827/Digibug.54001.
Charan, P., Shankar, R., & Baisya, R.K. (2008). Analysis of interactions among variables of supply chain performance measurement system implementation. Business Process Management Journal, 14(4), 512-529. https://doi.org/10.1108/14637150810888055.
Chen, C. (2012). The application of interpretive structural modeling method to develop verity design solution of case host preference-based products: a case study of Razor. Journal of Theoretical and Applied Information Technology, 35(1), 92-99. http://www.jatit.org/volumes/Vol35No1/11Vol35No1.pdf.
Dang, V. H. (2015). The Use of Nominal Group Technique: case study in Vietnam. World Journal of Education, 5(4), 14-25. https://doi.org/10.5430/wje.v5n4p14.
Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning: a guide to nominal group and Delphi process. Glenview, IL: Scott, Foresman, and Co.
Dobbie, A., Rhodes, M., Tysinger, J., & Freeman, J. (2004). Using a Modified Nominal Group Technique as a curriculum evaluation. Family Medicine, 36 (6), 402-6. https://fammedarchives.blob.core.windows.net/imagesandpdfs/pdfs/FamilyMedicineVol36Issue6Dobbie402.pdf.
Lomax, P. & McLeman, P. (1984). The uses and abuses of nominal group technique in polytechnic course evaluation, studies in higher education, 9(2), 183-190. https://doi.org/10.1080/03075078412331378834.
Farah Nurshahira, Z., & Md Yusoff, D. (2017). Transformasi pendidikan : isu dan cabaran pendidikan abad ke-21 melalui aplikasi massive open online courses (MOOC) di Malaysia. In Simposium Pendidikan diPeribadikan: Perspektif Risalah An-Nur (SPRiN 2017).
Ghazali, Z., & Siti Rosilawati, R. (2018). MOOCs untuk pembelajaran bahasa: satu tinjauan literatur sistematik. Prosiding 4th International Conference on Islamiyyat Studies (pp. 893–902). Bangi, Malaysia: FPPI, Kolej Universiti Islam Antarabangsa Selangor.
Gilliland, B., Oyama, A., & Stacey, P. (2018). Second language writing in a MOOC : affordances and missed opportunities. 22(1), 1–25.
Habibah @ Artinie R., Zaharah H., Saedah S., Mohd Ridhuan M. J., Ahmad Arifin S., Norshahrul M. N. (2016). Aplikasi teknik NGT (nominal group technique–teknik kumpulan nominal) dalam penyelidikan pendidikan Islam. Persidangan Kebangsaan Isu-Isu Pendidikan Islam.
Hafiza, S., Noraini, I., Anis, J., & Hafidzan, Y. (2019). The platform of MOOC (Massive Open Online Course) on open learning: issues and challanges. International Journal of Modern Education, 1–9. https://doi.org/10.35631/ijmoe.13001.
Hakimi, N., White, S. U., & Chakaveh, S. (2017). Identifying the motivational factors that influence learners’ intention to continue to use Arabic MOOCS. Proceeding of the 81st IRES International Conference, September, 5–13.
Harvey, N., & Holmes, C. A. (2012). Nominal group technique: an effective method for obtaining group consensus. International journal of nursing practice, 18(2), 188-194. https://doi.org/10.1111/j.1440-172X.2012.02017.x.
Hudiya, A., Fariza, K., & Karim, A. A. (2017). Penggunaan Massive Open Online Course (MOOC) sebagai kaedah pembelajaran baharu. Pembelajaran Abad Ke-21: Trend Integrasi Teknologi, 179–188.
Jadhav, J. R., Mantha, S. S., & Rane, S. B. (2015). Supply risks in JIT implementation. International Journal of Business Performance and Supply Chain Modelling, 7(2), 141-170. https://www.inderscienceonline.com/doi/abs/10.1504/IJBPSCM.2015.069920.
Jayalakshmi, B., & Pramod, V. R. (2015) Total Interpretive Structural Modeling (TISM) of the enablers of a flexible control system for industry. Glob J Flex Syst Manag, 16, 63–85. https://doi.org/10.1007/s40171-014-0080-y.
Kumar, J. A., & Al-Samarraie, H. (2018). MOOCs in the Malaysian higher education institutions: The instructors’ perspectives. The Reference Librarian, 59(3), 163–177. https://doi.org/10.1080/02763877.2018.1458688.
Kumar N., Kumar, S., Haleem A., & Gahlot P. (2013). Implementing lean manufacturing systems: ISM approach. Journal of Industrial Engineering and Management (JIEM). 995-1012. http://dx.doi.org/10.3926/jiem.508.
McKell, L. J., Hansen, J. V. & Heitger, L. E. (1979). Charging for computing resource. Computing Surveys, 11(2), 105-120. https://doi.org/10.1145/356770.356775.
Mohd Paris, S. (2016). Model pengajaran M-Pembelajaran mata pelajaran sejarah sekolah menengah (Doctoral dissertation, University of Malaya).
Mohd Ridhuan, M. J., (2016). Model kurikulum latihan SkiVes bagi program pengajian kejuruteraan pembelajaran berasaskan kerja (WBL) Politeknik Malaysia. (Doctoral dissertation, University of Malaya).
Mohammad Taufiq, A. G., Wan Ab Aziz, W. D., & Mohammad Najib, J. (2019). Penerimaan pelajar kursus bahasa Arab di Universiti Malaysia Kelantan terhadap pembelajaran teradun berteraskan Model Penerimaan Teknologi (TAM). Asian People Journal (APJ), 2(1), 84–94. https://journal.unisza.edu.my/apj/index.php/apj/article/view/109.
Norfarahi, Z., Mohd Isa, H., & Bashah, N. H. (2020). Challenges to tand learning using MOOC. Scientific Research Publishing, 4(2), 197–205. https://doi.org/10.4236/ce.2020.113014.
Norhayati, Y., Mohamad Sattar, R., & Ruhizan, M. Y. (2018). Membangunkan model kompetensi nilai sosial bagi program perantisan sistem dual : aplikasi interpretive structur. Sains Humanika, 10(3), 45–54. https://doi.org/10.11113/sh.v10n3-3.1515.
Norliza, G., & Mohamad Sahari, N. (2016). The perception of university lecturers of teaching and learning in massive open online courses (MOOCS). Journal of Personalized Learning, 2(1), 52–57. https://spaj.ukm.my/jplearning/index.php/jplearning/article/view/107.
Norul’Azmi, N. A., & Zakaria, N. S. (2019). Isu pelaksanaan komunikasi bukan lisan dalam pengajaran bahasa Arab melalui atas talian: The Issue of Nonverbal Communication Practice in Arabic Language Teaching via Online Platform. Al-Irsyad: Journal of Islamic and Contemporary Issues, 4(2), 110-124. https://doi.org/10.53840/alirsyad.v4i2.60.
Nuraihan, M. D., Afiza, M. A., Syidrah, N., & Raihanah, M. M. (2018). A MOOC for literature integrated language classroom: pedagogical suggestions for the development of higher order thinking skills (HOTS). Arab World English Journal (AWEJ), 13-23. https://doi.org/10.31235/osf.io/xp2f3.
Raafat, H. M. N. and Abdouni, A. H. (1987). Development of an expert system for human reliability analysis. Journal of Occupational Accidents, 9(2), 137-152. https://doi.org/10.1016/0376-6349(87)90031-9.
Rozilawati, S., Yusdi, I., & Roseline, A. K. (2018). Introduction to massive open online course (MOOC): the issues and challenges using MOOC as a teaching and learning method in Malaysian Polytechnic. RMP Publications. https://doi.org/10.26666/rmp.ajtve.2018.4.4.
Salmah Jan, N. M. (2019). Pembelajaran fleksibel berasaskan massive open online course (MOOC) suatu transformasi dalam pengajian Manuskrip Melayu. International Journal of the Malay World and Civilisation, 7(3), 63–73. https://doi.org/10.17576/jatma-2019-0703-07.
Siti Farhah A. A. & Saedah S. (2015). Pembangunan model objektif kurikulum berasaskan taman buah-buahan dan sayur-sayuran berkhasiat untuk sekolah rendah orang asli. Jurnal Kurikulum dan Pengajaran Asia Pasifik. 1-13. https://ejournal.um.edu.my/index.php/JUKU/article/view/8163.
Sohani, N., & Sohani, N. (2012). Developing interpretive structural model for quality framework in higher education: Indian context. Journal of Engineering, Science & Management Education, 5(2), 495–501. http://www.nitttrbpl.ac.in/journal/volume5/Neena%20Sohani.pdf.
Talib, F., Rahman, Z. & Qureshi M. N. (2011), Analysis of Interaction Among the barriers to Total Quality Management Implementation Using Interpretive Structural Modeling Approach. An International Journal, 18(4), 563-587. https://doi.org/10.1108/14635771111147641.
Warfield, J. N. (1974). Structuring complex systems. Battelle Monograph, No 4. Ohio, USA: Battelle Memorial Institute, Columbus.
Warfield, J. N. (1982). Interpretive Structural Modelling. In Olsen, S.A (Ed.), Group Planning and Problem-Solving Methods in Engineering Management. New York, NY: John Wiley & Son, Inc.
How to Cite
Copyright (c) 2021 al-Irsyad: Journal of Islamic and Contemporary Issues
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Authors who publish with al-Irsyad: Journal of Islamic and Contemporary Issues 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 License (CC BY-NC 4.0) that allows others to share the work with an acknowledgement 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 acknowledgement 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.
Licensing for Data Publication
al-Irsyad: Journal of Islamic and Contemporary Issues use a variety of waivers and licenses that are specifically designed for and appropriate for the treatment of data:
- Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/(default)
- Creative Commons CC-Zero Waiver, http://creativecommons.org/publicdomain/zero/1.0/
- Open Data Commons Public Domain Dedication and License, http://www.opendatacommons.org/licenses/pddl/1-0/
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.
Open Data and Software Publishing and Sharing
The journal strives to maximize the replicability of the research published in it. Authors are thus required to share all data, code, or protocols underlying the research reported in their articles. Exceptions are permitted but have to be justified in a written public statement accompanying the article.
Datasets and software should be deposited and permanently archived in appropriate, trusted, general, or domain-specific repositories (please consult http://service.re3data.org and/or software repositories such as GitHub, GitLab, Bioinformatics.org, or equivalent). The associated persistent identifiers (e.g. DOI, or others) of the dataset(s) must be included in the data or software resources section of the article. Reference(s) to datasets and software should also be included in the reference list of the article with DOIs (where available). Where no domain-specific data repository exists, authors should deposit their datasets in a general repository such as ZENODO, Dryad, Dataverse, or others.
Small data may also be published as data files or packages supplementary to a research article, however, the authors should prefer in all cases a deposition in data repositories.