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All Journal Simpati: Jurnal Penelitian Pendidikan dan Bahasa Science and Education Journal
Sulfadli Sulfadli
Institut Agama Islam Negeri Parepare
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Evaluasi Program Pembelajaran Bahasa Arab Berbasis Integrasi Model CIPP Dan Quality Assurance: Kajian Konseptual Penguatan Mutu Akademik Basmala Basmala; Bunga Rosi; Muslimin Resi; Sulfadli Sulfadli; Herdah Herdah
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.599

Abstract

Evaluasi program pembelajaran Bahasa Arab masih menghadapi tantangan konseptual karena model evaluasi yang digunakan sering kali belum mampu menghubungkan fungsi diagnosis program dengan pengendalian mutu yang berlangsung secara berkelanjutan. Model CIPP cenderung menghasilkan evaluasi yang bersifat periodik, sedangkan Quality Assurance (QA) kerap berorientasi pada pemenuhan administrasi dan standar mutu formal. Kondisi tersebut menimbulkan kesenjangan antara aktivitas evaluasi dan upaya peningkatan mutu akademik secara berkelanjutan. Artikel ini bertujuan merumuskan kerangka konseptual integrasi model CIPP dan Quality Assurance sebagai strategi holistik untuk memperkuat mutu akademik program pembelajaran Bahasa Arab. Kajian dilakukan menggunakan pendekatan kualitatif dengan desain penelitian kepustakaan (library research) melalui analisis isi dan analisis komparatif-sintetis terhadap literatur sekunder yang terbit pada periode 2021–2026. Hasil kajian menghasilkan sintesis integratif yang mengombinasikan fungsi diagnosis makro CIPP pada aspek Context, Input, Process, dan Product dengan fungsi pengawalan mutu kontinu QA melalui siklus PPEPP dan PDCA. Integrasi tersebut memungkinkan identifikasi masalah program secara komprehensif sekaligus memastikan perbaikan berkelanjutan terhadap kompetensi pendidik, relevansi kurikulum, konsistensi bi'ah lughawiyyah, dan ketercapaian maharat al-lughawiyyah. Kerangka ini menawarkan peta jalan teoretis-metodologis bagi pengembangan budaya mutu akademik yang substantif, adaptif, dan berkelanjutan.
Konseptualisasi Linguistik Terapan sebagai Basis Arsitektur Desain Pembelajaran Bahasa Nawal Saadah; Bungarosi Bungarosi; Sulfadli Sulfadli; Muhammad Irwan; Kaharuddin Kaharuddin
Simpati Vol. 4 No. 4 (2026): Oktober: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i4.2640

Abstract

This article aims to examine applied linguistics as a foundation for developing an architectural framework for Arabic language learning design. This conceptual study employs a literature review approach that integrates language acquisition theories, learner characteristics, social context, and learning design principles. The findings indicate that the architecture of Arabic language learning design consists of four interconnected layers: foundation, analysis, design, and evaluation. The foundation layer establishes the theoretical and pedagogical principles underlying the learning process. The analysis layer identifies learners’ needs, language proficiency, learning characteristics, and relevant social contexts. The design layer translates the analysis results into learning objectives, materials, methods, activities, and assessment strategies. Meanwhile, the evaluation layer examines the relevance and effectiveness of the learning design in supporting learning objectives. These four layers form a cyclical process in which evaluation results provide a basis for further analysis, adjustment, and redesign. This framework emphasizes that Arabic language learning should not rely solely on linguistic knowledge but should also consider learners’ characteristics and the contexts in which the language is used. Applied linguistics consequently serves as a bridge between theoretical understanding of language and practical learning implementation. By integrating linguistic perspectives with pedagogical considerations, the proposed framework offers a systematic foundation for developing contextual, adaptive, and learner-oriented Arabic language learning. This conceptual model is expected to contribute to the development of more coherent learning designs that respond to educational needs and support continuous improvement through systematic evaluation and redesign.
Co-Authors Basmala Basmala Bunga Rosi Bungarosi Bungarosi Herdah Herdah Kaharuddin Kaharuddin Muhammad Irwan Muslimin Resi Nawal Saadah