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All Journal Albariq: Jurnal Pendidikan Bahasa Arab Al Waraqah: Jurnal Pendidikan Bahasa Arab
Muhammad Zaidaan
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Rancangan Penilaian Proses Dan Hasil Belajar Serta Berbagai Teknik Penilaian Dalam Pembelajaran Arab Muhammad Zaidaan; Rafi Fitranur; Muhammad Refaldi; Teungku Afif Ahmad; Raswan Raswan
AL-WARAQAH Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Volume 7 Nomor 1 Juni 2026
Publisher : IAIN Bone

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Abstract

Assessment is an essential component of the learning system that functions to measure students' competency achievement and serves as a basis for decision-making in the educational process. However, in the practice of Arabic language learning, assessment is still predominantly focused on measuring cognitive aspects through written tests, resulting in students' communicative competence, attitudes, and practical skills not being optimally assessed. This condition indicates a gap between the concept of authentic assessment recommended in the literature and its implementation in actual educational practice. This study aims to explain, analyze, and develop a framework for assessing both the learning process and learning outcomes by employing various relevant assessment techniques and integrating them into the preparation of Lesson Plans (RPP) and Teaching Modules (Modul Ajar). The study employed a descriptive qualitative approach through a literature review and the practice of designing instructional materials. The findings indicate that effective assessment should be authentic, continuous, and encompass the domains of attitudes, knowledge, and skills. The assessment techniques include observation, written tests, assignments, performance assessment, portfolios, self-assessment, and peer assessment. Furthermore, systematic assessment planning within Teaching Modules can improve the quality of instruction and assist teachers in comprehensively monitoring students' learning progress. The novelty of this study lies in its analytical framework that integrates various assessment techniques with the characteristics of Arabic language learning competencies, thereby providing recommendations for a more comprehensive, authentic, and practical assessment design for teachers. Therefore, a well-designed assessment system is expected to contribute to improving the overall quality of Arabic language learning
Arabic Language Teaching Method Selection Strategy Based on Student Characteristics Muhammad Zaidaan; N. Lalah Alawiyah
Albariq: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 02 (2025): Albariq
Publisher : Program Studi Pendidikan Bahasa Arab (PBA), Universitas Islam Negeri Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/albariq.v6i02.141

Abstract

Arabic language teaching in Indonesia faces complex challenges, mainly due to the diversity of learner characteristics that include age, educational background, intelligence level, learning style, and motivation. The selection of teaching methods that do not consider these characteristics often becomes an obstacle in the learning process. This research aims to examine the strategy of selecting effective and adaptive Arabic teaching methods based on learners' characteristics. The research method used is library research with a descriptive qualitative approach. Data were collected through a review of various relevant scientific literature, then critically analyzed to find the relationship between the characteristics of learners and the teaching methods used. The results show that a deep understanding of learners' characteristics is very important in determining the right method, such as direct, communicative, audiolingual, or task-based methods. Method selection strategies that are based on the real needs of students can increase the effectiveness, engagement, and success of Arabic language learning. This research is expected to be a practical reference for teachers in designing a more inclusive and sustainable learning process.
Co-Authors Muhammad Refaldi N. Lalah Alawiyah Rafi Fitranur Raswan Raswan, Raswan Teungku Afif Ahmad