Optimizing Manahij Al-Tarjamah learning outcomes: A goal-free evaluation of contextual systemic collaboration

Prayoga, Ade Agung, Harry, Musleh and Kuswanto, Welly (2024) Optimizing Manahij Al-Tarjamah learning outcomes: A goal-free evaluation of contextual systemic collaboration. Lughawiyyāt: Jurnal Pendidikan Bahasa dan Sastra Arab, 7 (2). pp. 224-248. ISSN 2654-2579

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Abstract

This study examines the consequences of contextual systemic collaboration in a Manahij al-Tarjamah course without using the programme's declared objectives as the initial frame of judgment. A qualitative goal-free evaluation was conducted to identify actual, unintended, positive, and constraining effects emerging from Arabic-Indonesian translation learning. The evidence corpus comprised lecturer and student interviews, classroom observations, reflective records, peer-feedback traces, and translation artefacts associated with contextual cases. ATLAS.ti was used to organise document groups, conduct open and process coding, compare code-document patterns, develop analytic memos, and construct a network of consequences. To reduce goal contamination, formal course targets were withheld during first-cycle coding and consulted only after the emergent effect map had stabilised. The analysis produced six interrelated findings. Contextual cases shifted students from method naming toward situational diagnosis; role-based collaboration made translation reasoning more visible; multi-source feedback deepened revision; digital tools broadened alternatives but also created verification dependency; reflective portfolios strengthened evaluative judgment and professional identity; and linguistic accuracy, participation equity, and fidelity-readability trade-offs remained uneven. An unintended benefit was the emergence of a shared metalanguage for defending translation decisions. Unintended burdens included documentation fatigue, time pressure, and the possibility that assigned roles became procedural rather than genuinely collaborative. The goal-free judgment is therefore conditional: contextual systemic collaboration optimised reasoning, feedback uptake, and revision more consistently than it optimised all features of final-text accuracy. The study recommends a genre-balanced case bank, rotating role audits, staged feedback, machine-translation literacy protocols, terminology calibration, and concise decision memos. It contributes a consequence-centred evaluation framework for translation-methodology courses in Arabic higher education.

Item Type:	Journal Article
Keywords:	manahij al-tarjamah; goal-free evaluation; contextual learning; systemic collaboration; arabic translation pedagogy
Subjects:	13 EDUCATION > 1301 Education Systems > 130103 Higher Education
Divisions:	Faculty of Sharia and Law > Department of Islamic Constitutional Law
Depositing User:	Unnamed user with email el.moehy77@syariah.uin-malang.ac.id
Date Deposited:	21 Jul 2026 15:29

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