[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-233283-105":53,"doc-detail-233283-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","portfolio-based-evaluation-as-a-catalyst-for-improving-arabic-writing-instruction-and-learning-outcomes","PORTFOLIO-BASED EVALUATION AS A CATALYST FOR IMPROVING ARABIC WRITING INSTRUCTION AND LEARNING OUTCOMES","","This study investigates portfolio-based evaluation in Arabic writing instruction (maharah al-kitābah) at MTs Sunan Kalijaga, Kranding, Mojo, Kediri, within the Kurikulum Merdeka framework. Using a qualitative descriptive approach, data were collected through classroom observation, interviews, and portfolio analysis including drafts, revisions, and reflections. Portfolio assessment increases learner motivation and engagement, supports progress tracking, and strengthens responsibility. It also improves writing proficiency through iterative feedback and reflection, enabling differentiated tasks and reinforcing teacher-student collaboration. Challenges include time limits, limited teacher readiness for rubric design, weak reflective habits, and inadequate digital infrastructure.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/portfolio-based-evaluation-as-a-catalyst-for-improving-arabic-writing-instruction-and-learning-outcomes/233283/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/portfolio-based-evaluation-as-a-catalyst-for-improving-arabic-writing-instruction-and-learning-outcomes/233283.png","ImageObject",442,249,{"name":88,"@type":89},"Genevieve","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-11-01","2026-09-10",true,{"@type":98,"interactionType":99,"userInteractionCount":40},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the focus of the study?","Question",{"text":108,"@type":109},"The study focuses on implementing portfolio-based evaluation to improve Arabic writing instruction and learning outcomes (maharah al-kitābah).","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How is data collected in the research?",{"text":113,"@type":109},"Data are gathered through classroom observation, interviews, and analysis of students’ portfolios containing drafts, revisions, and reflections.",{"name":115,"@type":106,"acceptedAnswer":116},"What benefits does portfolio assessment provide for students?",{"text":117,"@type":109},"Portfolio assessment increases motivation and engagement, helps students track progress and take responsibility, and improves writing proficiency through iterative feedback and reflection.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},233283,1791304031,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":40,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":20,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":47},1374391974585,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","PORTFOLIO-BASED EVALUATION AS A CATALYST FOR IMPROVING ARABIC WRITING INSTRUCTION AND LEARNING OUTCOMES  \nAnggi Nurul Baity1*, Aulia Golda Mutarto2, Aulia Dewi Rahma3  \n1,2,3 Universitas Islam Negeri Syekh Wasil Kediri, Indonesia 1*[anggibaity@uinkediri.ac.id](anggibaity@uinkediri.ac.id), [2](2 auliamutarto@gmail.com)[ auliamutarto@gmail.com](2 auliamutarto@gmail.com), [3](3 raraalwi80@gmail.com)[ raraalwi80@gmail.com](3 raraalwi80@gmail.com)  \nAbstract  \nThis study explores the implementation of portfolio-based evaluation in Arabic writing instruction (maharah al-kitābah) at MTs Sunan Kalijaga, Kranding, Mojo, Kediri, as part of efforts to promote learner-centered and reflective pedagogy aligned with the Kurikulum Merdeka. Using a qualitative descriptive method, data were obtained through classroom observation, interviews, and analysis of students’ portfolios consisting of drafts, revisions, and reflections. The findings reveal that portfolio assessment enhances students’motivation and engagement by allowing them to track their progress and take responsibility for their learning. It also improves writing proficiency, particularly in grammatical accuracy, vocabulary use, and coherence, through iterative feedback and reflection. Moreover, the approach enables differentiated instruction, where tasks are adapted to students’ varying abilities, and strengthens pedagogical relationships between teachers and students through constructive feedback and collaboration. However, several challenges were identified, including time constraints, limited teacher readiness in designing comprehensive rubrics, students’ lack of reflective habits, and inadequate digital infrastructure.  \nKeywords: Arabic Learning; Education 5.0; Portfolio-based evaluation; Reflective learning; Writing skills  \nINTRODUCTION  \nArabic is one of the core subjects in the madrasah education curriculum, playing a strategic role in shaping students’communicative competence and Islamic understanding (Zakiyah, 2024). In Arabic language learning, there are four essential skills that must be developed in a balanced manner: maharah al-istima‘ (listening),  \nmaharah al-kalam (speaking), maharah al-qira’ah (reading), and maharah alkitābah (writing) (Taubah, 2019) . These four skills complement one another and form the foundation for comprehensive language mastery (Aziza & Muliansyah, 2020). However, in actual classroom practice, the writing skill (maharah al-kitābah) often emerges as the weakest among the four, since writing requires not only linguistic proficiency but also complex cognitive abilities (Izzah & Hafidz, 2024; Khairani et al., 2024; Munawarah & Zulkiflih, 2021; S. P. Nasution et al., 2025) .  \nWriting in Arabic is not merely a mechanical activity of composing sentences; rather, it is a cognitive process that involves organizing ideas, constructing arguments, and applying grammatical rules accurately (Z. M. Nasution et al., 2023) . In other words, writing represents a higher-order thinking process that plays a vital role in developing students’ critical, reflective, and creative thinking skills. Nevertheless, several studies indicate that the teaching of maharah al-kitābah in Islamic educational institutions still faces various challenges, such as limited practice time, insufficient teacher feedback during the writing process, and assessment methods that are overly product-oriented (Hatami & Amrulloh, 2025; Putri & Impiana, 2025) . Consequently, many students still struggle to produce Arabic texts that are structured, logical, and communicative (Aprilia et al., 2024; Lubis et al., 2025) .  \nIn response to these challenges, traditional evaluation approaches that assess only the final written product are considered insufficient in providing a holistic picture of students’writing development (Huseynova, 2024). This limitation has prompted the emergence of studies exploring forms of authentic assessment, one of which is portfolio assessment. Portfolio-based evaluation ","cbCaigRDMR5lKAg1","https://ap.wps.com/l/cbCaigRDMR5lKAg1","pdf",407669,"English","# INTRODUCTION\n## Arabic language learning and essential skills\n## Weaknesses in writing instruction\n## Authentic assessment and portfolio assessment\n## Research gap\n## Alignment with 21st-century learning","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study focuses on implementing portfolio-based evaluation to improve Arabic writing instruction and learning outcomes (maharah al-kitābah).\"},{\"question\":\"How is data collected in the research?\",\"answer\":\"Data are gathered through classroom observation, interviews, and analysis of students’ portfolios containing drafts, revisions, and reflections.\"},{\"question\":\"What benefits does portfolio assessment provide for students?\",\"answer\":\"Portfolio assessment increases motivation and engagement, helps students track progress and take responsibility, and improves writing proficiency through iterative feedback and reflection.\"}]","PORTFOLIO-BASED EVALUATION AS A CATALYST FOR IMPROVING ARABIC WRITING INSTRUCTION AND LEARNING OUTCOMES | PDF",1789076748]