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Contact Name
Dr. Muhammad Nasir, M.Pd.I
Contact Email
nasirmuning@gmail.com
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+6285251613000
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hafizhihusinsungkar@gmail.com
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Jl. Norman Umar No. 117 Rt. 7 Kelurahan Kebun Sari Kecamatan Amuntai Tengah Kabupaten Hulu Sungai Utara Kode Pos 71415
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Kalimantan selatan
INDONESIA
Al-badi Journal : Journal of Arabic Language Education and Arabic Language Studies
ISSN : -     EISSN : 3124968X     DOI : https://doi.org/10.61590/abj
Core Subject :
Al-Badi Journal Journal of Arabic Language Education and Arabic Language Studies is a peer-reviewed journal on Arabic language education and Arabic Language Studies related to Arabic in Education Teaching Arabic as a Foreign Language Arabic Language and Linguistics Arabic Language and Literature and Islam and Arabic Language Studies This journal is published by PT Global Ilmiah in collaboration with the Arabic Language Education study program of the Amuntai Quran Science College STIQ This journal is published twice a year in June and December This journal is an open access journal meaning that all content is freely available at no cost to users or its users up to the entire text Users are allowed to read download copy distribute print search or link to articles or use them for any other lawful purpose without first asking permission from the publisher or author This is in accordance with the BOAI definition of open access The name Al-Badi is derived from Arabic meaning The Creator with Beauty and Uniqueness This word describes the extraordinary and unparalleled nature of creation referring to works full of beauty and originality In the context of this journal the name Al-Badi reflects the journals goal of presenting unique and innovative research in the fields of Arabic language education linguistics literature and Islamic studies related to Arabic This journal is committed to introducing new ideas that enrich knowledge and studies in these fields in line with the deep meaning of the term Al-Badi which describes an unparalleled beauty
Arjuna Subject : -
Articles 1 Documents
Search results for , issue "vol. 1 no. 2 july - december 2026" : 1 Documents clear
Assessment and Evaluation in Arabic Language Teaching: A Systematic Literature Review Prayogi Pangestu Hadi
Al-Badi’ Journal : Journal Of Arabic Language Education And Arabic Language Studies Vol. 1 No. 2 July - December 2026
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/abj.v1i2.281

Abstract

This systematic literature review (SLR) synthesizes assessment and evaluation practices in Arabic Language Teaching (ALT) based on Scopus-indexed publications from 2020 to 2025. This review appears to be among the earliest dedicated SLRs focusing specifically on assessment and evaluation in ALT, prior reviews in this domain have primarily addressed teaching methods, instructional media, or curriculum development, with assessment examined only tangentially. Guided by PRISMA 2020 and the PICo research question structure, a Boolean search string was applied to the Scopus TITLE-ABS-KEY field via Publish or Perish, yielding 122 initial records. After dual-reviewer independent screening (Cohen's κ = 0.81) and full-text eligibility assessment, 28 studies were included. Quality appraisal using an adapted MMAT/CASP checklist yielded predominantly high-quality studies (n=22, 78.6%) with a subset rated moderate quality (n=6, 21.4%), reflecting the heterogeneous methodological landscape of ALT assessment research. Narrative synthesis informed by Bachman and Palmer's (1996) validity framework, Black and Wiliam's (1998) formative assessment theory, and Kane's (2013) argument validity approach identified five thematic clusters: summative and achievement testing, technology-enhanced assessment, program evaluation, formative and diagnostic assessment, and AI-based evaluation. AI-mediated assessment emerged as a dominant trend from 2023 onward. Reading comprehension (35.7%) and oral proficiency (21.4%) dominate the skill focus. Six critical research gaps are identified, including the near-absence of formative assessment research, insufficient psychometric validation of digital instruments, and unaddressed ethical dimensions of AI-based assessment.

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