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All Journal Cetta: Jurnal Ilmu Pendidikan International Journal of Arabic Language Teaching IJALT
Adibah Ulaya Putri
Universitas Pendidikan Indonesia
Religion Arts Education Other

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The Nature of Truth in Evaluating Arabic Language Learning Through the Epistemological Representation of Language Proficiency Adibah Ulaya Putri; Sofyan Sauri
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 2 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i2.5446

Abstract

Evaluation in Arabic language learning is generally assumed to represent students’ language competence, yet this assumption is rarely examined from an epistemological perspective. In practice, there is often a gap between students’ test scores and their actual communicative ability. This condition indicates that the current evaluation system does not always reflect students’ real language performance. Therefore, this study aims to examine the concept of truth in Arabic language learning evaluation through the perspectives of correspondence theory, coherence theory, and pragmatism. This study employed a qualitative library research method, analyzing primary and secondary sources, including scientific journal articles and academic works on Arabic language evaluation, epistemology, and the philosophy of education. The findings reveal several interconnected problems. From the perspective of correspondence theory, the dominance of grammar-based written tests often yields scores that do not align with students’ actual communicative competence, as evidenced by students who achieve high scores yet still struggle with oral Arabic. From the perspective of coherence theory, there is a mismatch between communicative learning objectives and evaluation instruments that remain focused on grammatical and cognitive aspects. Meanwhile, from a pragmatic perspective, the strong emphasis on grades and passing examinations has shifted evaluation from a reflective learning tool into an end in itself, reducing its contribution to the development of meaningful language skills. This study concludes that improving Arabic language evaluation requires not only technical changes but also a philosophical reorientation toward more authentic and meaningful assessment practices.
Balancing Language Skills in Arabic Assessment: Challenges of Curriculum Implementation in an Islamic Integrated School Adibah Ulaya Putri; Maman Abdurrahman; Mad ‘Ali
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.13326

Abstract

This study examines Arabic language assessment practices within curriculum implementation at an Islamic Integrated Junior High School (SMPIT), employing a qualitative instrumental case study design with teacher as participant. Data were collected through semi-structured interviews and document analysis, then analyzed using inductive thematic analysis. The findings reveal that, within this specific institutional context, assessment practices are predominantly structured around written tests that emphasize vocabulary (mufradat), grammar (qawa'id), and translation activities, a pattern driven primarily by the school's curriculum requirements rather than the teacher's individual choices. Assessment of the four language skills is imbalanced: speaking is partially addressed through dialogue and video projects, while listening, reading, and writing receive limited attention in the formal assessment system. Digital platforms such as Google Forms and Quizizz have been integrated into assessment, though their alignment with pedagogical goals requires further development. Key challenges include low student motivation, limited hijaiyyah literacy, and demanding curriculum targets. The study concludes that Arabic language assessment practices in this context are shaped more by institutional curriculum structures rather than by individual teacher agency.
Co-Authors Mad ‘Ali Maman Abdurrahman Sofyan Sauri