Namūżaj Taqyīm ‘Ilmu Sharf al-Awwal ‘ala Asās LOTS – HOTS bi-Istikhdāmi ad-Daurāt at-Tadribiyyah al-Maftuhah dzāta an-Nitāq al-Wāsi’ ‘Ala al-Intirnīt

Abstract

The learning of ṣharf awwal is considered challenging because it requires an understanding of morphological word changes and their application in Arabic. However, current evaluation practices tend to emphasize memorization-based questions (LOTS), which are limited in variation and insufficient to measure students’ higher-order thinking skills (HOTS). This problem is further intensified by the limited use of interactive and measurable digital evaluation media. Therefore, this study aims to develop a LOTS–HOTS-based ṣharf awwal assessment model using the Massive Open Online Course (MOOC) platform. This research employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects were third-semester students of the Arabic Language Education Program at Universitas Negeri Jakarta. Data were collected through observation, interviews, documentation, and questionnaires, and analyzed using descriptive qualitative and simple quantitative techniques. The product developed was a LOTS–HOTS multiple-choice assessment instrument integrated into a MOOC platform and equipped with automatic feedback features. The results indicate that more than 93% of students required innovative ṣharf awwal evaluation methods capable of measuring HOTS. Expert validation results showed that the material aspect achieved a feasibility score of 96% and the media aspect reached 94%, both categorized as very feasible. The implementation involving 57 students resulted in an average learning outcome score of 81.57, accompanied by highly positive student responses, with more than 98% stating that the assessment model helped them understand the material and develop higher-order thinking skills. Therefore, the LOTS–HOTS-based ṣharf awwal assessment model using MOOC is feasible, effective, and suitable as an alternative evaluation approach in Arabic language learning at the higher education level.