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p-Index From 2021 - 2026
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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education
Rafif, Muhammad Zaqhlul
Unknown Affiliation
Religion Humanities Languange, Linguistic, Communication & Media

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The Effectiveness of the Canva AI Platform in Diagnostic Assessment for al-Imla' wa al-Khat Learning Rafif, Muhammad Zaqhlul; Hibda, Safara Bunaiya; Musthofa, Tulus; Zamakhsari, Zamakhsari
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9836

Abstract

This study systematically evaluates the effectiveness of the Canva AI platform as a diagnostic assessment instrument for Arabic writing proficiency, specifically in the aspects of Al-Imla' (orthography) and Al-Khat (calligraphy), using the Systematic Literature Review (SLR) method. By adapting the PRISMA 2020 guidelines, this research synthesizes empirical evidence and indexed scientific literature from the 2016–2026 period across the Google Scholar, DOAJ, and Dimensions databases. From the 240 identified articles, nine core studies examining the intersection of artificial intelligence, visual-textual feedback, and Arabic linguistic processing were analyzed in depth. The synthesis results indicate that the visual generative features, automatic pattern recognition, and instantaneous feedback of Canva AI significantly accelerate the identification of granular orthographic errors, such as hamzah positioning, alif layyinah placement, and letter-joining discrepancies, and map student weakness profiles more intuitively than manual methods. Structurally, this platform functions as a practical "low-code" intermediary that bridges complex deep learning algorithms with pedagogical needs in the classroom. Although AI spatial analytics are effective in measuring the geometric proportions of calligraphy, the purely aesthetic assessment of Al-Khat still requires human expert validation. This research constructs a conceptual framework that integrates Information Systems Success Theory and Slavin's QAIT pedagogical model and concludes that Canva AI functions optimally as a secondary diagnostic assistant. This Human-AI collaboration paradigm reduces the administrative burden on teachers, thereby facilitating the design of precise and evidence-based remediation plans.
Design of Communicative Arabic Listening Skill Assessment to Measure the Language Skills of Islamic Junior High School Students Andini, Andini; Efriyanto, Aswin Aan; Baroroh, R. Umi; Aufa, Adila Umniati; Rafif, Muhammad Zaqhlul
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 2 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i2.10255

Abstract

This study aims to develop a comprehensive Arabic Listening Skill assessment instrument based on a communicative approach tailored for seventh-grade students at MTsN 3 Bogor. The research employs a structured Research and Development (R&D) methodology utilizing the ADDIE instructional design model, specifically limited to the Analyze, Design, and Develop stages. Primary data were obtained directly from subject-matter and evaluation experts, while secondary data were gathered from curriculum documents, syllabi, and relevant literature. Data collection techniques involved observation, interviews, validation questionnaires, and documentation. Furthermore, the collected data were analyzed using both qualitative descriptive analysis to interpret expert feedback and suggestions, and quantitative descriptive analysis to determine the validity and practicality of the developed assessment instrument. The findings indicate the successful development of a communicative Arabic Listening Skill assessment instrument comprising 10 items. These items are formulated through five alternative techniques: Oral Question-and-Answer, Role Play, Oral Retelling, Information Gap, and Task-Based Listening. Furthermore, the developed instrument demonstrated strong theoretical validity, confirming its effectiveness and relevance as a tool for measuring students' authentic Arabic listening proficiency in real-life communication contexts.
Co-Authors Andini, Andini Aufa, Adila Umniati Efriyanto, Aswin Aan Hibda, Safara Bunaiya R. Umi Baroroh, R. Umi Tulus Musthofa, Tulus Zamakhsari Zamakhsari