DIGITAL FORMATIVE ASSESSMENT IN MUQADDIMAH ILM AL-LUGHAH LEARNING

Abstract

This study examines the dynamics of digital formative assessment in Muqaddimah Ilm al-Lughah learning as an effort to improve feedback quality and students' conceptual understanding of introductory Arabic linguistics. The main problem addressed is that evaluation in basic Arabic linguistics is often dominated by summative tests that emphasize memorization of terms rather than continuous diagnosis of students' misconceptions. This research employs a qualitative descriptive library-based approach supported by reflective classroom analysis. Data were analyzed through thematic interpretation of evaluation practices, digital feedback models, and assessment principles in language learning. The findings indicate that digital formative assessment through online quizzes, short diagnostic tasks, instant feedback, and reflective correction can help lecturers identify students' difficulties in phonology, morphology, syntax, and semantics more accurately. Digital tools also increase learning motivation because students receive immediate responses and can revise their understanding before final evaluation. However, effective implementation requires clear indicators, balanced question design, and lecturer guidance so that technology does not reduce evaluation to mechanical scoring. The study concludes that digital formative assessment is relevant for strengthening reflective, adaptive, and student-centered evaluation in Muqaddimah Ilm al-Lughah learning.