Utilization Of Learning Management Systems (Lms) And Artificial Intelligence (Ai) In Supporting Authentic Assessment In Arabic Language Learning: A Descriptive Study - Uyun Thayyibah; Ira Ainul Latifah; Ubaid Ridlo; Raswan (LPPM Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Bojonegoro, 2025)
Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan Learning Management System (LMS) dan kecerdasan buatan (AI) dalam mendukung asesmen autentik pembelajaran bahasa Arab. Menggunakan pendekatan kualitatif deskriptif dengan desain penelitian kepustakaan, data dikumpulkan melalui penelaahan literatur dari jurnal ilmiah, buku, laporan penelitian, dan artikel akademik yang relevan. Hasil penelitian menunjukkan bahwa LMS memberikan ruang yang sistematis dan terintegrasi bagi guru dalam merancang dan melaksanakan asesmen autentik berbasis portofolio, proyek, forum diskusi, rekaman audio, dan kuis interaktif untuk menilai keterampilan istima’, kalam, qirā’ah, dan kitābah secara kontekstual. Sementara itu, AI mampu memperkuat asesmen autentik melalui analisis otomatis, umpan balik instan, deteksi kesalahan bahasa, dan evaluasi adaptif menggunakan teknologi seperti Natural Language Processing (NLP) dan speech recognition. Penelitian ini juga menemukan tantangan berupa rendahnya literasi digital guru, keterbatasan infrastruktur, dan belum matangnya model AI bahasa Arab. Meski demikian, integrasi LMS dan AI menghadirkan peluang besar untuk mengembangkan asesmen bahasa Arab yang lebih efektif, personal, dan relevan di era digital. Studi ini memberikan implikasi penting bagi pengembangan pembelajaran bahasa Arab serta mendorong penelitian lanjutan yang lebih empiris. This study aims to describe the utilization of Learning Management Systems (LMS) and Artificial Intelligence (AI) in supporting authentic assessment in Arabic language learning. Employing a descriptive qualitative approach with a library research design, data were collected through an extensive review of scholarly journals, books, research reports, and academic articles. The findings indicate that LMS provides a systematic and integrated digital environment for teachers to design and implement authentic assessments through portfolios, projects, discussion forums, audio submissions, and interactive quizzes, allowing for contextual evaluation of listening, speaking, reading, and writing skills. Meanwhile, AI enhances authentic assessment by offering automated analysis, instant feedback, error detection, and adaptive evaluation through technologies such as Natural Language Processing (NLP) and speech recognition. The study also identifies several challenges, including limited digital literacy among teachers, inadequate technological infrastructure, and the underdevelopment of Arabic-language AI models. Despite these challenges, the integration of LMS and AI offers significant opportunities to develop more effective, personalized, and contextually relevant assessment models in Arabic language education. This research provides meaningful implications for Arabic language pedagogy and encourages further empirical studies.