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p-Index From 2021 - 2026
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All Journal Abjadia, International Journal of Education Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab
Muhammad Jafar Shodiq
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Other

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Reconstructing Kahoot for Mahārah Istimā’ Evaluation in Arabic Language Learning: A Critical Review Ainun Nikmah; Aufa Rahma; Muhammad Jafar Shodiq
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42486

Abstract

The use of Kahoot in Arabic language learning is increasingly widespread, particularly in the Maharah Istimā’ evaluation activities. However, its implementation has not fully reflected the complexity of listening skill assessment because it remains largely oriented toward speed and accuracy in answering questions. This study aims to reconstruct the use of Kahoot so that it aligns with the authentic, contextual, and meaning-oriented principles of Maharah Istimā’s evaluation. This research employed a qualitative approach with a library research design through conceptual analysis of language evaluation theories and the characteristics of Kahoot as a digital learning medium. The literature was collected from scholarly indices in Google Scholar, ERIC, and Scopus-related databases published between 2019-2026. The findings indicate that the use of Kahoot in listening evaluation tends to reduce the listening process into answer-selection activities characterized by surface-level and non-contextual questions, thereby limiting the assessment of discourse comprehension and meaning interpretation. The study also found a mismatch between Kahoot-based evaluation practices and the principles of Arabic language evaluation, particularly in terms of authenticity, contextuality, and cognitive depth. Therefore, this study proposes a reconstruction through a shift toward meaning-oriented assessment, the application of contextual and cognitively engaging evaluation principles, and the repositioning of Kahoot as a pedagogical support tool rather than the primary orientation of evaluation. This study offers a conceptual framework for aligning gamified assessment tools with authentic listening evaluation principles in Arabic language pedagogy. The findings are expected to contribute to the development of more pedagogical and meaningful digital-based listening evaluation practices.
An Analysis of Morphological Errors in Arabic Writing Skills of Third-Semester Students at Nahdlatul Ulama University Yogyakarta / Analisis Kesalahan Morfologis dalam Keterampilan Menulis Mahasiswa Semester III di Universitas Nahdlatul Ulama Yogyakarta Uswatun Hasanah; Mohammad Rofiqi; Muhammad Jafar Shodiq; Nur Hidayah
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.624

Abstract

Mastering Arabic writing skills (Mahārat al-Kitābah) requires strong morphological competence because it underlies accurate word formation and meaning. Yet, morphological errors still frequently appear and influence students’ writing performance. This study analyzes the types of morphological errors in the Arabic writing of third-semester students at Nahdlatul Ulama University Yogyakarta and identifies the factors causing them. Using a qualitative error-analysis approach, the research draws on students’ written assignments as the main data source. The findings show four major error categories: verb conjugation, plural formation, verb–pronoun mismatch, and gender agreement. These errors are mainly caused by limited understanding of ṣarf, Indonesian language interference, and insufficient structured writing practice. The results underline the need for teaching strategies that improve accuracy in Arabic writing.Menguasai keterampilan menulis bahasa Arab (Mahārat al-Kitābah) memerlukan kompetensi morfologis yang kuat karena hal ini mendasari pembentukan kata dan makna yang akurat.  Namun, kesalahan morfologis masih sering muncul dan mempengaruhi kinerja menulis mahasiswa.  Studi ini menganalisis jenis-jenis kesalahan morfologis dalam tulisan bahasa Arab mahasiswa semester tiga di Universitas Nahdlatul Ulama Yogyakarta dan mengidentifikasi faktor-faktor penyebabnya.  Menggunakan pendekatan analisis kesalahan kualitatif, penelitian ini mengandalkan tugas tertulis mahasiswa sebagai sumber data utama.  Temuan menunjukkan empat kategori kesalahan utama: konjugasi kata kerja, pembentukan jamak, ketidakcocokan kata kerja–kata ganti, dan kesesuaian gender.  Kesalahan-kesalahan ini terutama disebabkan oleh pemahaman yang terbatas tentang ṣarf, interferensi bahasa Indonesia, dan kurangnya praktik menulis yang terstruktur.  Hasilnya menekankan perlunya strategi pengajaran yang meningkatkan akurasi dalam penulisan bahasa Arab.
Co-Authors Ainun Nikmah Aufa Rahma Mohammad Rofiqi Nur Hidayah Uswatun Hasanah