تطبيق التقييم التشخيصي المعرفي في مهارتي القراءة والكتابة للغة العربية بمدرسة ألف لام ميم المتوسطة سورابا ي

This study emerged from the importance of cognitive diagnostic assessment as a means of identifying students’ initial abilities and learning difficulties in Arabic reading and writing skills, as well as its strategic role in measuring learning outcomes and assisting teachers in designing instruction in accordance with students’ needs. The study aimed to examine the implementation of cognitive diagnostic assessment in Arabic reading and writing skills at Alif Lam Mim Junior High School, Surabaya, and to identify the supporting factors and challenges encountered during its implementation. This study employed a qualitative descriptive approach, and the data were collected through observation, interviews, and documentation. The findings revealed that cognitive diagnostic assessment was implemented in a planned and systematic manner, and its results were utilized in planning remedial activities and strengthening learning according to students’ needs, which contributed to improving the quality of the educational process, despite several obstacles such as limited time, differences in students’ abilities, and unstable internet connectivity.