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 Pusat Pengajaran Teknologi dan Multimedia, Universiti Sains Malaysia (USM)
  • Siti Rosilawati Ramlan Fakulti Pengajian Bahasa Utama, Universiti Sains Islam Malaysia, Malaysia
  • Mohammad Najib Jaffar Fakulti Pengajian Bahasa Utama, 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:

MOOC untuk Bahasa Arab, Model Penilaian, Interpretive Structural Modelling (ISM), Institut Pengajian Tinggi, Kesepakatan Pakar

Abstract

Platform Massive Open Online Courses (MOOC) merupakan salah satu platform pembelajaran dalam talian yang sedang popular digunakan di pelusuk dunia terutamanya dalam Institut Pengajian Tinggi. Ia telah dijadikan salah satu platform utama sebagai proses pengajaran dan pembelajaran (PdP) di IPT Malaysia ketika pandemik covid-19 yang telah menular di seluruh dunia sejak Disember 2019. Walaupun begitu, terdapat beberapa pensyarah menyuarakan kebimbangan mereka dalam melaksanakan penilaian dalam MOOC khususnya untuk pembelajaran bahasa Arab. Justeru itu, pembangunan model penilaian MOOC untuk bahasa Arab boleh dijadikan sebagai salah satu alternatif penyelesaian. Artikel ini bertujuan untuk merungkaikan permasalahan yang kompleks, menganalisis struktur dan elemen penting untuk diterapkan dalam model penilaian MOOC. Model ini dibangunkan berpandukan kepada kesepakatan pakar seramai tujuh orang. Interpretive Structural Modelling (ISM) diaplikasikan dalam pembangunan model ini. Enam langkah utama yang terlibat dalam pembangunan model adalah bermula dengan mengenal pasti elemen-elemen yang berkaitan, mewujudkan hubungan antara pemboleh ubah, membangunkan matriks struktur interaksi kendiri (SSIM), penjanaan model daripada pendekatan ISM, pembentangan model kajian dan langkah terakhir melibatkan persembahan serta pindaan model akhir kajian. Sebanyak tujuh elemen dikenal pasti oleh barisan pakar bagi pelaksanaan penilaian MOOC untuk bahasa Arab. Elemen yang menjadi keutamaan adalah elemen menentukan jenis pentaksiran (penilaian kendiri, rakan sebaya, penilaian sumatif, formatif) bagi mengukur prestasi pelajar dan di akhiri dengan elemen menentukan syarat pensijilan bagi pelajar menamatkan kursus.

Downloads

Download data is not yet available.

Author Biography

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

References

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.

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