KAJIAN PENTAKSIRAN BILIK DARJAH DALAM KALANGAN GURU BAHASA ARAB: SATU TINJAUAN SISTEMATIK

Abstract

The changing paradigm of educational assessment systems necessitates adjustments in teaching and learning processes by educators. Teachers should improve their assessment skills to accurately evaluate their students. Research on classroom assessment in Malaysia, specifically among Arabic language teachers, is currently limited and lacks exploration. This study aims to conduct a systematic literature review to analyze studies on classroom assessment in Malaysia, focusing specifically on Arabic language teachers. The data search was conducted using the PRISMA method, which involved searching selected electronic databases (MyJurnal, MyCite, and Google Scholar) for relevant literature published between 2017 and 2023. This study identified eight articles that met the initial criteria for literature screening which cover four key themes in relation to classroom assessment among Arabic language teachers. These themes are as follows (i) assessment planning, (ii) assessment management, (iii) assessment competence levels and (iv) the impact of classroom assessment practices. These findings underscore the existing research gaps in Malaysia's classroom assessment landscape, particularly within the local context. Furthermore, this synthesis offers insights for future research endeavors, serving as a valuable resource for scholars, educators, and policymakers alike. Further research is necessary due to the limitations of existing studies, which lack subject-specific investigations in the discipline being taught. This study highlights the significance of enhancing the comprehension and implementation of classroom assessment among Arabic language teachers, thereby contributing to the enhancement of the educational assessment system in Malaysia.