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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Al-Lisan: Jurnal Bahasa
Zuliyah Safitri
UIN Sunan Ampel Surabaya
Education Languange, Linguistic, Communication & Media

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Quality profile of Arabic final semester assessment items: A psychometric analysis Zuliyah Safitri; M. Baihaqi
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7322

Abstract

Background: The quality of assessment instruments is essential to ensure that students’ learning outcomes are measured accurately. In Arabic language learning, Final Semester Assessments (PAS) must be supported by sound psychometric qualities to function as valid and reliable evaluation tools. Aims: This study aims to examine the quality profile of Arabic PAS items at MAN 1 Gresik by analysing their psychometric characteristics and identifying items that are feasible, need revision, or are not feasible for use. Methods: This research employed a quantitative descriptive design using psychometric item analysis. The data consisted of 40 multiple-choice PAS items and students’ response sheets. The analysis integrated content and construct validity with empirical indicators, including point-biserial validity, KR-20 reliability, item difficulty, and item discrimination, using Microsoft Excel and ANATES V4. Results: The results show that content validity reached 92.5%, construct validity reached 82.85%, and empirical validity was moderate (r = 0.60). The overall test reliability was high (r₁₁ = 0.75). Item difficulty is dominated by medium-level items, while item discrimination is the weakest aspect. Based on integrated psychometric criteria, 40% of items are feasible, 57,5% require revision, and 2,5% are non feasible. The causes of the failure of the test items, content validity (7.5%), construct validity (42.5%), empirical validity (2.5%), level of difficulty (12.5%), and discrimination index (22.5%). Implications: These findings highlight the importance of systematic psychometric evaluation in Arabic language assessment. Improvements are needed in construct validity, especially Arabic language accuracy, distractor effectiveness, and item discrimination. Such an approach supports the improvement of school-based Arabic assessments to ensure more valid and reliable measurement of students’ learning outcomes.
Integration of Affective Evaluation in Arabic Language Learning: Theoretical and Conceptual Analysis Zuliyah Safitri; Umi Hanifah
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 8 No 2 Oktober 2025
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i2.5170

Abstract

The affective dimension in Arabic language learning has often been overlooked in favor of cognitive outcomes, despite its importance in shaping students’ values, attitudes, and motivation, especially within Islamic education contexts. This study aims to explore the theoretical and conceptual framework of affective evaluation and its integration into Arabic learning. Using a qualitative approach with library research methods, the study analyzes key educational and psychological literature to identify principles, instruments, and implementation strategies for affective assessment. The findings indicate that affective evaluation, grounded in Bloom’s taxonomy, plays a significant role in fostering students’ moral and emotional development. However, challenges such as lack of teacher training, limited time, and absence of contextualized instruments hinder its application. To address this, the study proposes strategies including reflective activities, behavioral observation, and value-based projects to embed affective assessment into teaching practices. This conceptual analysis contributes to filling a gap in Arabic education research by offering practical guidelines for character-oriented evaluation. Future empirical studies are needed to validate these models in real classroom settings.
Co-Authors M Baihaqi Umi Hanifah