ACTFL-Based Computerised Adaptive Testing for Quality Management in Arabic Instruction at an Islamic University
DOI:
https://doi.org/10.31538/munaddhomah.v7i3.2908Keywords:
Adaptive Testing, ACTFL, Arabic Language Assessment, Quality Assurance, Education ManagementAbstract
This research examines the implementation of Computerized Adaptive Testing based on ACTFL standards at Universitas Darussalam Gontor (UNIDA). In the midst of the increasing adoption of global language assessment standards. This research employs a qualitative approach, utilizing thematic analysis. Data were obtained through in-depth interviews with university leaders, quality assurance units, lecturers, system developers, and students. The results show that CAT-ACTFL not only functions as an instrument for measuring language proficiency, but also becomes an important part of academic governance, curriculum management, and the strengthening of data-based quality assurance systems. Its implementation reflects a strategic alignment between global assessment standards and UNIDA's institutional vision framework, positioning Arabic as a pillar of academic policy and learning planning. This study introduces a new model of Pesantren-Aligned Language Assessment Governance as a key novelty, demonstrating that the global CAT-ACTFL standards can integrate harmoniously with the local values of pesantren. This research makes a significant contribution to educational management by transforming static quality assurance into a dynamic, data-driven system for differentiating Arabic language instruction in higher education. Nevertheless, this research also indicates the importance of further evaluation of the quality of the ACTFL instruments used. Therefore, further research is recommended to conduct validity and reliability testing and to analyze the item characteristics of the CAT-ACTFL instruments using psychometric approaches, such as Item Response Theory (IRT) and the Rasch Model, to ensure more precise and scientific measurement of language proficiency.
Downloads
References
Al-Assaf, D. M. (2025). Using the sense relations in the classrooms of teaching Arabic to non-native speakers. Dirasat: Human and Social Sciences, 52(3), 5522. https://doi.org/10.35516/hum.v52i3.5522
Almelhes, S. (2024). Enhancing Arabic Language Acquisition: Effective Strategies for Addressing Non-Native Learners’ Challenges. Education Sciences, 14(10), 1116. https://doi.org/10.3390/educsci14101116
Alsubaie, F. B. S. M. (2022). Arabic language use and Islamic education in teaching value to graduates in Saudi universities. Ijaz Arabi Journal of Arabic Learning, 5(3), 903–912. https://doi.org/10.18860/ijazarabi.v5i3.18354
Amalia, E. R. (2026). Religious Pluralism in Indonesia’s National Curriculum: A Critical Review of Interfaith Religious Education. Attaqwa: Jurnal Ilmu Pendidikan Islam, 22(2), 162–178. https://doi.org/10.54069/attaqwa.v22i2.1169
Anderson, C. A., Leahy, M. J., DelValle, R., Sherman, S., & Tansey, T. N. (2014). Methodological application of multiple case study design using modified consensual qualitative research (CQR) analysis to identify best practices and organizational factors in the public rehabilitation program. Journal of Vocational Rehabilitation, 41(2), 87–98. https://doi.org/10.3233/JVR-140709
Andriyani, F., & Leksono, A. A. (2024). Effective Management in the Implementation of Link and Match Curriculum for Quality Graduates. Journal of Education and Learning Innovation, 1(2), 151–160. https://doi.org/10.59373/jelin.v1i2.45
Arif, M., Zekkari, M., & Addawiyah, R. (2025). Enhancing Santriwati’s Islamic Literacy Through the LIT-CON Model of Women’s Fiqh Learning in Pesantren. Tafkir: Interdisciplinary Journal of Islamic Education, 6(4), 966–992. https://doi.org/10.31538/tijie.v6i4.2216
Azizah, I., & Mardiana, D. (2024). Learning Transformation: Increasing Student Achievement through Discovery Learning. Dirasah International Journal of Islamic Studies, 2(2), 155–166. https://doi.org/10.59373/drs.v2i2.42
Badriyah, L., & Wardi, M. (2026). Policy analysis of Islamic educational institutions in facing the challenges of society 5.0: Innovation, learning, and technology-based infrastructure. Multidisciplinary Reviews, 9(1). Scopus. https://doi.org/10.31893/multirev.2026012
Baihaqi, M. R., Amaliyah, H., Awaliyah, Y. S., Khoerunnisa, S. P., & Laksono, B. A. (2023). Analisis Swot Kebijakan Pemerintah Dalam Upaya Mencegah Kekerasan Seksual Di Lingkungan Pesantren. Attaqwa: Jurnal Ilmu Pendidikan Islam, 19(2), 181–191. https://doi.org/10.54069/attaqwa.v19i2.591
Bogdan, R., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed). Boston: Allyn and Bacon.
Braun, V., & and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chung, B. G., Jeon, I. S., Lee, R. H., Lee, I., & Yoo, S. S. (2018). Global Governance of Education and Training: As reviewed from Jomtien via Incheon to New York. Asia Pacific Education Review, 19(3), 319–336. Scopus. https://doi.org/10.1007/s12564-018-9544-7
Creswell, J. W. autor. (2018). Research design qualitative, quantitative, and mixed methods approaches.
Daulay, B., Haidir, & Firmansyah. (2024). The influence of managerial competence and achievement motivation on the leadership effectiveness of high school principals. Cakrawala Pendidikan, 43(2), 411–421. https://doi.org/10.21831/cp.v43i2.61912
De Curtò, J., De Zarzà, I., Fervier, L. S., Sanagustín-Fons, V., & Calafate, C. T. (2025). An institutional theory framework for leveraging large language models for policy analysis and intervention design. Future Internet, 17(3), 96. https://doi.org/10.3390/fi17030096
De Velasco, F. D. (2007). Religion, identity and education for peace: Beyond the dichotomies: Confessional/non-confessional and global/local. British Journal of Religious Education, 29(1), 77–87. Scopus. https://doi.org/10.1080/01416200601037544
Deesongkram, M. (2025). A Bibliometric Analysis of STEAM Integration in Chemistry Learning at the Secondary Education Level. Online Learning In Educational Research (OLER), 5(2), 289–303. https://doi.org/10.58524/oler.v5i2.555
Demir, H., & Gelbal, S. (2025). A systematic review on computerized adaptive testing. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 27(1), 137–150. https://doi.org/10.17556/erziefd.1577880
Derakhshan, A., Molana, K., & Nazari, M. (2024). “I wonder who I am when my assessment ideas are not respected”: A case-study inquiry into the role of institutional policies in English language teachers’ assessment identity. Asia Pacific Journal of Education. Scopus. https://doi.org/10.1080/02188791.2024.2328237
Estaji, M., & Ghiasvand, F. (2025). Beyond the gradebook: Embracing the potentials of teacher assessment identity (TAI) in (re)shaping English language professors’ professional development and success in higher education. Language Testing in Asia, 15(1). Scopus. https://doi.org/10.1186/s40468-025-00391-8
Fatah, M., Khoiruddin, M. A., & Fakhruddin, F. M. (2025). Pesantren-Based Character Education: The Dzuriyah Strategy in Shaping the Character of Santri Ndalem. Interdisciplinary Journal of Social Sciences, 2(2), 65–75. https://doi.org/10.59373/ijoss.v2i2.191
Fatkuroji, Wahyudi, Lateh, F., & Fadhilah, A. R. (2025). Evaluation of Academic Information Systems in Realizing Good University Governance. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6(1), 139–154. https://doi.org/10.31538/munaddhomah.v6i1.1675
Haerullah, I. S., Jundi, M., Hasibuan, R., Sari, R., & Asmarita, D. (2024). Constructivism in Arabic language pedagogy: An exploration through Islamic higher education settings. ELOQUENCE : Journal of Foreign Language, 3(1), 10–25. https://doi.org/10.58194/eloquence.v3i1.1495
Halim, R. A., Mohemad, R., Hj Ali, N., Bakar, A. A., & Ujir, H. (2025). Validation of an Adaptive Decision Support System Framework for Outcome-Based Blended Learning. International Journal of Advanced Computer Science and Applications, 16(2), 1210–1219. Scopus. https://doi.org/10.14569/IJACSA.2025.01602119
Harsch, C., & Malone, M. E. (2020). Language Proficiency Frameworks and Scales. In P. Winke & T. Brunfaut (Eds), The Routledge Handbook of Second Language Acquisition and Language Testing (1st edn, pp. 33–44; By P. Winke & T. Brunfaut). New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge. https://doi.org/10.4324/9781351034784-5
Hasan, M. S., Mujahidin, Azizah, M., & Solechan. (2024). Fostering A Moderate Attitude in Sufi-Based Pesantren Culture. At-Tadzkir: Islamic Education Journal, 3(2), 171–188. https://doi.org/10.59373/attadzkir.v3i2.66
Hashim, I., & Jemali, M. (2017). Key aspects of current educational reforms in Islamic educational schools. Global Journal Al-Thaqafah, 7(1), 49–57. Scopus. https://doi.org/10.7187/gjat12620170701
Hussain, S. (2025). Islamic Education in Contemporary Central Asia: Reviewing Ideas, Curriculum and Pedagogy. Dirasah International Journal of Islamic Studies, 3(1), 64–76. https://doi.org/10.59373/drs.v3i1.47
Ihichr, A., Oustous, O., El Bouzekri, Y., & Lahcen, A. A. (2024). A Systematic Review on Assessment in Adaptive Learning: Theories, Algorithms and Techniques. International Journal of Advanced Computer Science and Applications, 15(7), 855–868. Scopus. https://doi.org/10.14569/IJACSA.2024.0150785
Imawan, O. R., Retnawati, H., Haryanto, H., & Ismail, R. (2025). Innovations in Assessment Methods: Computerized Adaptive Testing (CAT) for Sustainable Energy Efficiency. In Mansour Y., Abdelhadi A., Subramaniam U., Mustaffa Z., Al-Atroush M., & Abowardah E. (Eds), Lect. Notes Civ. Eng.: Vol. 557 LNCE (pp. 161–168). Springer Science and Business Media Deutschland GmbH. Scopus. https://doi.org/10.1007/978-981-97-8348-9_20
Isnaeni, F., Budiman, S. A., Nurjaya, N., & Mukhlisin, M. (2025). Analysis of the Readiness for Implementing Deep Learning Curriculum in Madrasah from the Perspective of Educators. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(1), 15–30. https://doi.org/10.54069/attadrib.v8i1.841
Jill, O., Gilkerson, G., Jane, D., Hannon, B., & Steven, H. (2023). Adaptive learning to develop and apply to Arabic language learning in higher education. Al-Hijr: Journal of Adulearn World, 2(2), 136–149. https://doi.org/10.55849/alhijr.v2i2.544
Junaidi, Afrinaldi, Artika, F. S., Al-Momani, M. O., & Hulwana, H. (2025). Islamic Moderatism in Curriculum Development Of Islamic Educational Institutions in Aceh. Jurnal Pendidikan Agama Islam, 22(1), 43–56. https://doi.org/10.14421/jpai.v22i1.8313
Kaddouri, M., Jmad, S., Azzimani, T., Mhamdi, K., & Abbadi, Z. (2025). Transforming Assessment Practices: Effective Digital Tools for Meaningful Feedback. In Digit. Tools and Platf. For Eff. And Pers. Learn. (pp. 155–202). IGI Global. Scopus. https://doi.org/10.4018/979-8-3373-6013-3.ch006
Karimli, V. M., Khudaverdiyeva, T. S., Huseynova, F., İsmayilli, F. Z., Aliyeva, K. M., Aliyarova, N. N., … Narayana, V. S. K. (2025). The Role of Mobile Computing in Adaptive Testing for English Language Learners: Personalizing Assessment to Improve Outcomes. Forum for Linguistic Studies, 7(6), 149–160. Scopus. https://doi.org/10.30564/fls.v7i6.9663
Katsaros, K. K. (2025). Gen Z Tourism Employees’ Adaptive Performance During a Major Cultural Shift: The Impact of Leadership and Employee Voice Behavior. Behavioral Sciences, 15(2), 171. https://doi.org/10.3390/bs15020171
Kawakip, A. N. (2020). Globalization and Islamic Educational Challenges: Views from East Javanese Pesantren. Ulumuna, 24(1), 105–131. https://doi.org/10.20414/ujis.v24i1.385
Kissling, E. M., & O’Donnell, M. E. (2015). Increasing language awareness and self-efficacy of FL students using self-assessment and the ACTFL proficiency guidelines. Language Awareness, 24(4), 283–302. https://doi.org/10.1080/09658416.2015.1099659
León, G. M. O., Díaz, A. R., Rojas, E. M., Giraldo, L. F. G., & Gallegos, A. (2025). Evaluating quality assurance in education: A systematic literature review. TPM - Testing, Psychometrics, Methodology in Applied Psychology, 32(S4), 542–557. Scopus. Retrieved from Scopus.
Mahmudi, I., Bujanah, H., Ismail, M., Saifulloh, A., Fatawi, I., & Hasanah, M. (2025). Analysis Of Online Arabic Language Proficiency Test Questions Based On Bloom’s Cognitive Taxonomy. Ijaz Arabi Journal of Arabic Learning, 8(2). https://doi.org/10.18860%20/ijazarabi.%20V8i2.29595
Mahmudi, I., Ismail, M., Resmalasari Dewi, N. R., Istibsyaroh, N., Islamanda, H. S., & El-Fani, A. R. (2024). Designing an arabic vocabulary test based on the ACTFL (american council on the teaching of foreign languages) standards for the novice level. Abjadia : International Journal of Education, 9(3), 759–766. https://doi.org/10.18860/abj.v9i3.29055
Marshall, K. (2018). Global education challenges: Exploring religious dimensions. International Journal of Educational Development, 62, 184–191. Scopus. https://doi.org/10.1016/j.ijedudev.2018.04.005
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. SAGE.
Miller, D. C., & Salkind, N. J. (2002). Handbook of research design & social measurement (6th ed). Thousand Oaks (Calif.): Sage.
Msayer, M. E., Aoula, E.-S., & Bouihi, B. (2024). Artificial intelligence in computerized adaptive testing to assess the cognitive performance of students: A Systematic Review. 2024 International Conference on Intelligent Systems and Computer Vision (ISCV), 1–8. Fez, Morocco: IEEE. https://doi.org/10.1109/ISCV60512.2024.10620092
Muflihah, Hanifah, U., Thoha, M., & Haji Abdullah, H. R. B. (2025). Management of developing interactive multimedia-based Arabic teaching materials: Enhancing learning for diverse students at Indonesian Islamic universities. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6(1), 82–98. https://doi.org/10.31538/munaddhomah.v6i1.1469
Musliadi, M., Triyono, S., & Jamilah, J. (2024). Enhancing speaking agility: Unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills. Language Learning in Higher Education, 14(2), 401–433. https://doi.org/10.1515/cercles-2024-0018
Nagy, G. (2025). Performance Measurement and Quality Assurance in Higher Education: Application of DEA, AHP, and Bayesian Models. Trends in Higher Education, 4(3). Scopus. https://doi.org/10.3390/higheredu4030054
Oladele, J. I., & Ndlovu, M. (2021). A review of standardised assessment development procedure and algorithms for computer adaptive testing: Applications and relevance for fourth industrial revolution. International Journal of Learning, Teaching and Educational Research, 20(5), 1–17. https://doi.org/10.26803/ijlter.20.5.1
Ozan, O., Ozarslan, Y., & Calisir Zenci, S. (2025). Towards an adaptive language MOOC: Examining differences of language error patterns across cultural domains. Turkish Online Journal of Distance Education, 26(2), 16–38. https://doi.org/10.17718/tojde.1452717
Pransiska, T., Sugiyono, S., Widodo, S. A., & Sayyid, W. A. M. (2024). AL-KUTUB AL-MADRASIYAH AL-‘ARABIYAH FĪ INDŪNISIYĀ MIN MAẒŪRI WAṬANĪYIN WA ‘ĀLAMĪYIN. Jurnal Ilmiah Islam Futura, 24(2), 488. https://doi.org/10.22373/jiif.v24i2.14964
Prasojo, E., Zulkarnain, Z. P., Ferdiansyah, J., Puspasari, D., & Holidin, D. (2025). Infusing indigenous Islamic values into Western-style public administration in Indonesia: The role of pesantren institutions. In W. Drechsler, S. Chafik, & R. Kattel (Eds), Islamic Public Value (pp. 308–334). Edward Elgar Publishing. https://doi.org/10.4337/9781035333646.00026
Rice, N., Pêgo, J. M., Collares, C. F., Kisielewska, J., & Gale, T. (2022). The development and implementation of a computer adaptive progress test across European countries. Computers and Education: Artificial Intelligence, 3. Scopus. https://doi.org/10.1016/j.caeai.2022.100083
Rifkin, B. (2019). The power of performance-based assessment: Languages as a model for the liberal arts enterprise. In Educ. Ling. (Vol. 37, pp. 15–21). Springer Science+Business Media B.V. Scopus. https://doi.org/10.1007/978-3-030-01006-5_2
Ritonga, M., Widayanti, R., Alrasi, F., & Halim, S. (2020). Analysis of Arabic Language Learning at Higher Education Institutions with Multi-Religion Students. Universal Journal of Educational Research, 8(9), 4333–4339. Scopus. https://doi.org/10.13189/ujer.2020.080960
Ritonga, Mahyudin, Mudinillah, A., Wasehudin, W., Julhadi, J., Amrina, A., & Shidqi, M. H. (2024). The effect of technology on Arabic language learning in higher education. Journal of Education and Learning (EduLearn), 18(1), 121. https://doi.org/10.11591/edulearn.v18i1.20867
Rohmadi, A., Rahmat, & Ardianto, A. (2024). Management of Facilities and Infrastructure in Improving the Quality of Learning. Journal of Education and Learning Innovation, 1(2), 161–173. https://doi.org/10.59373/jelin.v1i2.55
Safeer, A. (2025). Evaluating an ai-driven computerized adaptive testing platform for psychological assessment: A randomized controlled trial. International Journal of Innovative Research in Computer and Communication Engineering, 13(05), 9439–9450. https://doi.org/10.15680/IJIRCCE.2025.1305005
Sahayu, W., Triyono, S., & Ungu, N. K. (2026). Digital Technology in Differentiated English Language Teaching: A Systematic Review with Bibliometric Insights. Indonesian Journal of Science and Technology, 11(1), 167–188. https://doi.org/10.17509/ijost.v11i2.89685
Sartini, S., Triyono, S., & Triastuti, A. (2025). Unveiling maritime English communication needs for seafarer: Strategic reformation for classroom instructional design. Maritime Technology and Research, 7(2). https://doi.org/10.33175/mtr.2025.271921
Sholehuddin, M. S., Hardini, I., Jaeni, M., Sofa, E. M., & Ho, T. T. H. (2025). The Role of Local Wisdom in Shaping Internationalisation Strategies of Islamic Higher Education Institutions in Indonesia. Intellectual Discourse, 33(2), 607–634. Scopus. https://doi.org/10.31436/id.v33i2.2315
Soodmand Afshar, H., & Movassagh, H. (2021). Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course. Applied Research on English Language, 10(2). https://doi.org/10.22108/are.2021.127277.1682
Tayyara, A. el-Rahman. (2022). The practicability of proverbs in teaching Arabic language and culture. Language Teaching Research, 26(4), 799–819. https://doi.org/10.1177/1362168819895253
Virginia Braun & Victoria Clarke. (2022). Thematic analysis: A practical guide. London ; Thousand Oaks, California: SAGE.
Wang, C., Medaglia, R., & Zheng, L. (2018). Towards a typology of adaptive governance in the digital government context: The role of decision-making and accountability. Government Information Quarterly, 35(2), 306–322. https://doi.org/10.1016/j.giq.2017.08.003
Yasin, Z., Utina, S. S., & Asrifan, A. (2025). Personalized Learning Through Intelligent Assessment Systems: Enhancing Student Engagement. In Adv. Soc. 5.0 Through AI-Driven Curric. Innov. (pp. 163–194). IGI Global. Scopus. https://doi.org/10.4018/979-8-3373-1062-6.ch006
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th edn). Singapore: SAGE Publications, Inc.
Zapp, M. (2019). International organizations, educational development, and conflict: A (world) cultural perspective. Prospects, 47(4), 321–337. Scopus. https://doi.org/10.1007/s11125-019-09442-4
Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia. Qudus International Journal of Islamic Studies (QIJIS), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
Zarkasyi, H. F., Mas’ud, F., Agung Hidayatullah, R., & Khakim, U. (2024). Strategy of Indonesian Pesantren University in Achieving Competence of Student: A Grounded Research at UNIDA Gontor. KnE Social Sciences, 2024, 119–138. https://doi.org/10.18502/kss.v9i6.15260
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ihwan Mahmudi, Moh Ismail, Taufik Rizki Sista, Ahmad Saifulloh, Syarifah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Munaddhomah: Jurnal Manajemen Pendidikan Islam is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://pasca.jurnalikhac.ac.id/index.php/munaddhomah
