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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Languages and Language Teaching Jambura Journal of English Teaching and Literature SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme IJECA (International Journal of Education and Curriculum Application) Cakrawala Linguista JOLLT Journal of Languages and Language Teaching Jurnal Ilmiah Wahana Pendidikan JURNAL ILMIAH GLOBAL EDUCATION NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka Alinea: Jurnal Bahasa, Sastra, dan Pengajaran DEVOTE: Jurnal Pengabdian Masyarakat Global Teaching English and Language Learning English Journal INSANTA: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Asimilasi Pendidikan Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan
Ahmad Zuhri Rosyidi
Institut Pendidikan Nusantara Global
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

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Developing Rubric for Argumentative Writing Assessment Based on Multidimensional Approach Paris, Atika Salman; Lustiyantie, Ninuk; Murtadho, Fathiaty; Rosyidi, Ahmad Zuhri; Suryadi, Hendra
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.4125

Abstract

This study developed a multidimensional rubric for assessing argumentative writing in English as a Foreign Language (EFL) context by integrating cognitive, metacognitive, affective, and socio-cultural dimensions. The rubric was designed in response to the limitations of traditional assessment tools that tend to focus on surface-level features, often neglecting essential aspects such as writer stance, planning, audience awareness, and contextual relevance. Employing a Research and Development (R&D) methodology, the study followed several stages: a needs analysis, literature review, initial rubric design, expert validation, and a small-scale implementation with undergraduate EFL students. The trial results demonstrated that the rubric effectively captured variations in writing performance across dimensions and supported a more nuanced understanding of students’ strengths and challenges. Students showed stronger performance in cognitive aspects such as argument structure and reasoning, while affective and socio-cultural awareness remained areas for pedagogical improvement. Feedback from both learners and instructors confirmed the rubric’s clarity, practicality, and potential to guide instruction and formative feedback. The study concludes that the rubric addresses critical gaps in current assessment practices and offers a comprehensive framework for supporting students’ development as reflective and context-aware academic writers. Future research is encouraged to validate the rubric in broader contexts, integrate it into digital platforms, and explore its impact on long-term writing growth.
Co-Authors Abdul Rahim Alawiya, Rizky ATIKA SALMAN PARIS Atika Salman Paris D Darmanto Darmanto Darmanto Evi Safitri Yulandari Farlina Hardianti Fathiaty Murtadho Habibi, Ridwan Hadi, M. Wahyu Hasanah, Nur Laela Hendra Suryadi Jayawarsa, A.A. Ketut Lustiyantie, Ninuk Mahrim, Mahrim Masyudi Masyudi Maulida, Zihori Muh. Zaini Hasanul Muttaqin Muhammad Khulaimi Muhsinun Muhsinun Mul Muliadi Mul Muliadi Muliadi, Mul Muttaqin, Muh Zaini Hasanul Nuriadi, Sisman Paris, Atika Salman Pratama, Anggun Rizki, Muh. Zainal Arifin Rizky Alawiya Sry Anita Rachman Sukarto Sukarto Suparlan Suparlan Yulandari, Evi Safitri Zurriatun, Siti Mardiah