INNOVATIVE ASSESSMENT PRACTICES FOR ARABIC LANGUAGE LEARNERS IN ELEMENTARY SCHOOL: A CONTEXT-SPECIFIC LEARNING ANALYSIS
Keywords:
Innovative Assessment, Arabic Language Learning, Elementary Education, Context-Specific Pedagogy, Formative EvaluationAbstract
Traditional assessment methods in Arabic language learning at the elementary level often fail to capture the multifaceted nature of language acquisition and may not align with contemporary pedagogical approaches that emphasize authentic, meaningful learning experiences. This study investigates the implementation and effectiveness of innovative assessment practices specifically designed for Arabic language learners in Indonesian elementary schools. Using a mixed-methods approach, we examined the experiences of 180 students across six elementary schools in East Java, Indonesia, over an academic year. Data collection involved classroom observations, student performance analysis, teacher interviews, and focus group discussions with students and parents. Our findings reveal that innovative assessment practices, including digital portfolios, peer assessment, authentic task-based evaluation, and formative feedback mechanisms, significantly enhanced student engagement and learning outcomes compared to traditional testing methods. Students demonstrated improved Arabic language proficiency scores, increased motivation levels, and better retention of linguistic concepts. The context-specific analysis highlighted the importance of integrating cultural elements and religious contexts in assessment design, reflecting the unique position of Arabic as both a foreign language and a religious language in Indonesian Islamic education. Teachers reported greater satisfaction with assessment processes and noted improved ability to track individual student progress. However, challenges emerged regarding teacher preparation, technological infrastructure, and parental acceptance of non-traditional assessment methods. The study provides empirical evidence supporting the adoption of innovative assessment practices in Arabic language education and offers practical recommendations for implementation in similar educational contexts. These findings contribute to the growing body of literature on culturally responsive assessment and have significant implications for Arabic language curriculum development in Indonesian elementary education.
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