DYNAMIC ASSESSMENT DALAM PENGAJARAN BAHASA ARAB: STUDI DI IAIN PONTIANAK

Musti’ah, NIM.: 17300016028 (2023) DYNAMIC ASSESSMENT DALAM PENGAJARAN BAHASA ARAB: STUDI DI IAIN PONTIANAK. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research was conducted to answer four questions, 1) What are the theories used in conceptualizing the current DA in developing the potential of reading comprehension in PAI students at IAIN Pontianak? 2) how is the implementation of dynamic assessment (DA) for learning Arabic at IAIN Pontianak? 3) what is the impact of implementing DA on the development of students’ Arabic language skills at IAIN Pontianak? and 4) How do students and lecturers evaluate the proposed DA as a means of assessing their Arabic proficiency? To carry out the research, a mixed research design was used with its variant experimental research. The recruitment of participants was carried out voluntarily, consisting of 2 lecturers as practitioners and 32 out of 64 students. The 32 students were declared homogeneous in terms of their ability to read and comprehend Arabic and were randomly selected to be grouped into experimental and control groups. The research implementation consisted of a pre-test–mediation–post-test. Furthermore, data collection was carried out using multiple-choice tests, interviews, and the distribution of open questionnaires. Then, quantitative data were analyzed using descriptive and parametric statistics. While data from interviews and open questionnaires were analyzed thematically. The results of this study revealed, first the reconstruction of dynamic assessment by combining two approaches, interventionist and interactionist, response to intervention (RTI), and the WhatsApp application as mobile-based language learning. Second, the implementation of dynamic assessment applies pre-test, mediation, and post-test. The implementation of mediation follows the interactionist procedure, namely, mediation is given based on student needs. Third, the application of dynamic assessment has a positive impact on the development of student learning potential. Fourth, the results of the evaluation show that lecturers and students consider this dynamic assessment method very good because the assessment is complemented by mediation so that this can help students complete assignments (tests) and can add to a better understanding. Although this dynamic assessment has practically succeeded in bringing about changes for the participants’ ZPD, further research is needed due to limitations in this study.

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