<![CDATA[Purpose – This study aimed to analyze the implementation of Jogja Madrasah Digital (JMD) in the Arabic Language End-of-Year Summative Assessment (ASAT) at MTsN 10 Sleman, students’ perceptions, and the advantages and challenges encountered during the assessment process. Design/methods/approach – This study employed a mixed methods approach with a convergent design and a case study framework. Data were collected through semi-structured interviews, observations, documentation, and questionnaires involving one Arabic language teacher and 30 students from grades VII B and VIII B. Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while quantitative data were analyzed using descriptive statistics. Findings – JMD was used as the main platform for conducting the Arabic Language ASAT, covering assessment preparation, implementation, and supervision. Students demonstrated positive perceptions, with an average perception score of 81.7%. JMD was perceived as practical, accessible, and supportive of paperless assessment. However, several challenges were identified, including unstable internet connectivity, login difficulties, limitations in displaying Arabic text and fonts, and rigid scoring mechanisms for essay questions. These findings indicate that the effectiveness of JMD depends not only on the availability of technology but also on the suitability of its features for the characteristics of Arabic and the requirements of language assessment. Research implications/limitations – Optimizing JMD requires stronger infrastructure, improved Arabic text display, more reliable access and navigation, and more flexible assessment and scoring features. The study was limited to one madrasah, one teacher, and 30 students; therefore, its findings are contextual and are not intended for statistical generalization. Originality/value – This study provides a context-specific empirical perspective by examining JMD not merely as a technological platform but as an assessment environment for Arabic language learning. Its originality lies in connecting students’ perceptions and experiences with the technical, linguistic, and pedagogical dimensions of digital Arabic language assessment.]]>
