Ghazali ZainuddinIrwan Mahazir IsmailSiti Rosilawati RamlanMohammad Najib JaffarMohammad Imran AhmadNorfaezah Mohd HamidinMohd Shahrul Nizam Mohd DanuriSofia Noraina Isa2024-05-282024-05-2820212022-4-26Zainuddin, G. ., Ismail, I. M. ., Ramlan, S. R. ., Jaffar, M. N. ., Ahmad, M. I., Mohd Hamidin, N. ., Mohd Danuri, M. S. N. ., & Isa, S. N. . (2021). Pembangunan model penilaian Massive Open Online Courses (MOOC) untuk bahasa Arab di Institusi Pengajian Tinggi: Developing an assessment model for Massive Open Online Courses (MOOC) for the Arabic language at Higher Educational Institutions. Al-Irsyad: Journal of Islamic and Contemporary Issues, 6(2), 706-717. https://doi.org/10.53840/alirsyad.v6i2.1632550-1992852-4210.53840/alirsyad.v6i2.163https://al-irsyad.kuis.edu.my/index.php/alirsyad/article/view/163https://oarep.usim.edu.my/handle/123456789/6466Vol. 6 No. 2 (2021): al-Irsyad: Journal of Islamic and Contemporary IssuesThe Massive Open Online Courses (MOOC) platform is one of the online learning platforms used around the world, especially in higher education institutions (HEIs). It is one of the main platforms for teaching and learning in the Malaysian HEIs during the Covid-19 pandemic that has spread worldwide since December 2019. However, some lecturers have voiced their concerns on conducting assessments on MOOCs, specifically for Arabic language learning. Therefore, the development of a MOOC assessment model for Arabic can be used as an alternative solution. This article aims to elucidate complex problems and analyze the structure and essential elements to be applied in the MOOC assessment model. This model was developed based on a consensus of seven experts. Interpretive Structural Modeling (ISM) was utilised in the development of this model. The six main steps involved in the model development were identifying relevant elements, establishing relationships between variables, developing a self-interaction structure matrix (SSIM), generating a model from the ISM approach, delivering a presentation on the study model, and finally presenting and amending the final model of the study. A total of seven elements were identified by the experts for the implementation of the MOOC assessment for Arabic. The important element is the element that determines the type of assessment (self-assessment, peer, summative assessment, formative) to measure student performance, which ends with the element of determining the certification requirements for students to complete the course.otherMOOC for Arabic Language, Assessment Model, Interpretive Structural Modelling (ISM), Higher Educational Institution, Expert consensusArticle70671762