The Tam-Taman Tradition as An Authentic Process-Based Assessment of Classical Islamic Texts Learning in Pesantren
Abstract
This study examines tam–taman, the semester-end inspection of the completeness of students’ interlinear glosses (word-by-word meanings written between the lines of the text), as an artifact-based assessment. A qualitative case study was conducted. We gathered data through non-participant observation, semi-structured interviews, and document analysis, and validated them through triangulation of source, technique, and time. The findings show that tam–taman runs in six stages: announcement, student preparation, text collection, inspection by correctors, determination of tam (complete) or naqis (incomplete) status, and re-inspection of incomplete texts. It serves as evidence-based verification of learning engagement, an academic gate to final examinations, a remedial cycle, and a means of habituating discipline within a culture that binds knowledge to writing. However, completeness of glossing does not guarantee accuracy of understanding. The study offers a critical account of how tradition-based, artifact-based evaluation verifies learning engagement in pesantren and where its validity ends, and it points to accuracy-verification mechanisms as a practical improvement. This study contributes to culturally responsive artifact-based assessment by conceptualizing tam–taman as a mechanism for verifying learning engagement and academic discipline, while identifying the need to complement completeness-based evaluation with accuracy verification to ensure actual student comprehension.
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