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

Ghazali  Zainuddin; Irwan Mahazir  Ismail; Siti Rosilawati  Ramlan; Mohammad Najib  Jaffar; Mohammad Imran Ahmad; Norfaezah  Mohd Hamidin; Mohd Shahrul Nizam  Mohd Danuri; Sofia Noraina  Isa

doi:10.53840/alirsyad.v6i2.163

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.

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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

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