Strategi Membaca Metakognitif Bahasa Arab melalui Jurnal Digital dan Verifikasi Pemahaman

Abstract

Metacognitive Arabic reading requires learners to plan, monitor, and evaluate comprehension, but strategy reports should not be confused with successful performance. This article develops a conceptual framework linking digital reading journals to verification of understanding. A purposive narrative review connects metacognition, Arabic self-assessment research, digital reading materials, and argument-based score interpretation. The synthesis distinguishes knowledge about strategies, the use of a strategy on a specific difficulty, and the quality of the resulting comprehension. A constructed text about a changed school schedule illustrates how readers can preserve an initial assumption unless they inspect contrast and causal relations. The proposed learning cycle combines a reading purpose, provisional interpretation, identification of uncertainty, evidence checking, revision, and transfer to an unfamiliar text. Digital journals preserve brief evidence-linked entries rather than require lengthy descriptions after every sentence. An initial rubric evaluates comprehension accuracy, detection of difficulty, appropriateness of corrective action, and justification of revision. No learners were studied and no improvement scores or reliability coefficients are reported. The framework therefore remains an instructional proposal requiring expert review, actual response analysis, and independent transfer assessment before it can support conclusions about metacognitive reading development.