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All Journal Wawasan : Jurnal Ilmiah Agama dan Sosial Budaya Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Ijaz Arabi Journal of Arabic Learning 'Arabiyya: Jurnal Studi Bahasa Arab JURNAL AL-AQIDAH Journal Cerdas Mahasiswa Asalibuna Lughawiyah: Journal of Arabic Education and Linguistics International Journal of Pedagogy and Learning Community (IJPLC) Jurnal Pengabdian Masyarakat Berdampak
Budiarti, Meliza
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Development of Arabic Assessment for Tarkib and Qira’ah Based on Higher Order Thinking Skill Wahyuni, Ade Sri; Rahmawati, Rahmawati; Dewi, Yelfi; Alrasi, Fitri; Bambang, Bambang; Budiarti, Meliza
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16052

Abstract

In Senior High School, Arabic language assessments mostly focus on memorizing grammar rules (tarkib) and recalling information in reading comprehension (Qira’ah). This assessment does not improve students’ abilities to analyze complex texts, evaluate arguments, or apply grammatical knowledge in new contexts. In Eleventh Grade, the Tasawwuq chapter of the Arabic textbook includes only 21% Higher-Order Thinking Skills questions, while 79% focus on Lower-Order Thinking Skills, such as remembering and understanding. This study aims to develop an Arabic assessment focused on tarkib and qiraah skills. The ADDIE model was used in five steps: analysis, design, development, implementation, and evaluation. This study used a qualitative approach to collect data, including documantation and questionnaires. Data analysis used descriptive statistics. In the analysis stage, LOTS questions were identified more than HOTS questions. For the student needs analysis, a questionnaire was distributed to 60 respondents, resulting in an average score of 4.19. The design stage involved developing an outline and question matrix, creating HOTS-based questions, formulating a scoring system, and establishing a rubric. During the development stage, questions were constructed in accordance with HOTS criteria, incorporating eight specific HOTS indicators. Implementation was conducted at Madrasah Aliyah Negeri 4 Agam in the eleventh grade. Evaluation results demonstrated that the Arabic assessment for Tarkib and Qira’ah, based on Higher Order Thinking Skills, effectively enhanced the critical thinking skills of eleventh-grade students at the state madrasah aliyah, as indicated by a significance value (2-tailed) of less than 0.05.
Innovating Arabic Language Module Design in Higher Education through a Content-Driven Integrated Model Budiarti, Meliza; Abdul Ghani, Mohammad Taufiq
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.36

Abstract

This study aims to examine the effectiveness of an e-module developed for the Ilm al-Bayan course at UIN Imam Bonjol Padang through a series of systematic empirical evaluations involving experimental and control groups. The development of the e-module was guided by the ADDIE instructional design model, encompassing five structured stages: needs analysis, design, development, implementation, and evaluation. Prior to hypothesis testing, data normality was assessed using the Kolmogorov–Smirnov and Shapiro–Wilk tests, while data homogeneity was examined using Levene’s test. Inferential statistical analyses included Paired Samples t-Tests to evaluate within-group learning improvements and Independent Samples t-Tests to compare post-test performance between groups. The results indicated that the data from both the experimental and control groups were normally distributed and homogeneous, fulfilling the assumptions required for parametric testing. The Paired Samples t-Test revealed statistically significant improvements in learning outcomes for both groups; however, the experimental group demonstrated a higher mean difference (–7.036, p < 0.05) compared to the control group (–4.673, p < 0.05). The study underscores the potential of e-modules as effective, student-centered pedagogical tools that support interactive learning and contribute to the digital transformation of Arabic language education in higher education.
Co-Authors Abdul Ghani, Mohammad Taufiq Ahmad Nur Mizan Alrasi, Fitri Amelia, Vanadya Amelia, Vanadya Radhiah Bambang Bambang Bashori Bashori Diana Susanti Ghani, Mohammad Taufiq Abdul Hasanah, Tita husna, Ilya Indriani, Jennisa Dwina Kemala, Sri Mukhlis, Muhammad Hasbi Musalwa Musalwa, Musalwa Novi Nur Lailisna, Novi Nur Rahmat Satria Dinata Rahmawati, Rahmawati Rehani rehani Setriani, Loli Syafrimen Syafril Wahyuni, Ade Sri Yelfi Dewi ZAHRA, SALSABILA AULIA