An Integrative Muroja’ah Wahdah and Mufrodat Model Based on Formative Assessment for Enhancing Arabic Language Competence in Higher Education
Keywords:
Arabic language learning, formative assessment, muroja’ah wahdah, mufrodat, vocabulary mastery, pembelajaran bahasa Arab, asesmen formatif, penguasaan kosakataAbstract
Arabic language learning in higher education requires durable vocabulary mastery, yet students frequently struggle with mufrodat retention and productive use in meaningful communication. This study aimed to develop and examine an integrative muroja’ah wahdah and mufrodat model based on formative assessment to enhance students’ Arabic language competence. Using Design Based Research, the study involved four stages: needs analysis, model development, implementation, and evaluation with Arabic Language Education students. Data were collected through Arabic competence tests, classroom observation, questionnaires, and documentation, then analyzed using descriptive and inferential statistics. The results showed that students’ mean score increased from 65.20 to 82.75, with a moderate normalized gain of 0.51. Questionnaire findings also indicated high motivation, engagement, and material understanding. The model strengthens vocabulary retention through repeated review, contextual reinforcement, and continuous feedback, offering an innovative and practical framework for improving Arabic language instruction across diverse university learning contexts worldwide and broader pedagogical adaptation.
Pembelajaran bahasa Arab di perguruan tinggi memerlukan penguasaan kosakata yang kuat dan berkelanjutan, namun mahasiswa sering mengalami kesulitan dalam mempertahankan mufrodat dan menggunakannya secara produktif. Penelitian ini bertujuan untuk mengembangkan dan menguji model integratif muroja’ah wahdah dan mufrodat berbasis asesmen formatif. Dengan menggunakan Design Based Research, penelitian ini mencakup analisis kebutuhan, pengembangan model, implementasi, dan evaluasi pada mahasiswa Pendidikan Bahasa Arab. Data dikumpulkan melalui tes kompetensi bahasa Arab, observasi, angket, dan dokumentasi, kemudian dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan peningkatan nilai dari 65,20 menjadi 82,75, dengan nilai normalized gain sedang sebesar 0,51. Mahasiswa juga menunjukkan motivasi, keterlibatan, dan pemahaman yang tinggi. Model ini memperkuat retensi kosakata melalui pengulangan berkelanjutan, penguatan kontekstual, dan umpan balik berkesinambungan, sehingga menawarkan kerangka inovatif bagi pembelajaran bahasa Arab di perguruan tinggi secara luas.
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