Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Ijaz Arabi Journal of Arabic Learning Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan
zulkifli, alfitri
Unknown Affiliation
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Konsep Lingkungan Bahasa Arab Informal Untuk Perguruan Tinggi Muhammad Samin, Saproni; Zulkifli, Alfitri; Supriady, Harif
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 20 No. 1 (2023): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/al-hikmah:jaip.2023.vol20(1).12026

Abstract

Informal language learning outside the classroom plays an important and growing role in language learning and teaching. This research is qualitative research with a library research model. This study aims to determine the concept of an informal Arabic language environment for tertiary institutions and theoretical analysis of the substance to be measured, thus determining the conceptual definition. The steps taken in data collection refer to the actions specified by Thomas Mann with seven steps. The research data analysis uses 3 keywords; student autonomy, the era of disruption, and language communication. This study concludes that the Informal language environment has several characteristics and aspects. These elements, as well as aspects, are 1) Social and cultural contacts; 2) Virtual Learning and Website Proliferation; 3) support from teachers; 4) Learning language with Emotions is not just cognition; and 5) Institutional responsibility in the form of policies.
Measuring What Matters: Goal‑Free Evaluation Of Holistic Assessment In Arabic Language Education Samin, Saproni Muhammad; Jaafar, Azhar; Supriady, Harif; Pebrian, Rojja; Zulkifli, Alfitri; Yunita, Yenni
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.36779

Abstract

Outcome‑Based Education (OBE) requires assessment that captures not only knowledge but also professional dispositions and observable performance. Program-level evidence in Arabic Language Education (ALE) remains limited, especially studies that link holistic assessment design to institutional quality indicators and graduate outcomes. This study aims to appraise the effectiveness of a holistic assessment system (cognitive–affective–psychomotor) in the ALE Study Program at Universitas Islam Riau using Goal‑Free Evaluation (GFE), and to examine its association with academic attainment and graduate outcomes. Methods: A mixed‑methods, descriptive‑dominant design; data sources included three academic years (Y‑2 [2022] to Y [2025]) of institutional records, quality assurance documents (Graduate Learning Outcomes (GLOs) → Course Learning Outcomes (CLOs)→sub‑CLOs; rubrics), micro‑teaching artefacts, student satisfaction surveys, and tracer study. Results are presented in compact tables to maintain clear links between indicators and findings. Findings: (i) cognitive—mean Grade Point Average (GPA) remained high and on‑time graduation reached 52% in Y; (ii) affective—“excellent” ratings ≥75% across most service dimensions; (iii) psychomotor—a standardized micro‑teaching ecosystem (≥4 practices/semester; ≥10 core skills; minimum passing grade B‑). Graduate outcomes included 92.86% tracer coverage, 97.5% employed/entrepreneurship/further study, and a mean job‑seeking time of 4.8 months. Conclusion: A 40–30–30 assessment design explicitly linked to GLOs→CLOs and supported by programmatic Quality Assurance (QA) effectively sustains performance across three domains and employability. Recommendations include rubric standardization and digitization, strengthened assessor moderation, expanded practice partnerships, and longitudinal tracking to estimate relative contributions across domains.
Co-Authors Jaafar, Azhar Muhammad Samin, Saproni Pebrian, Rojja Saproni Muhammad Samin supriady, harif Yenni Yunita