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Language Test Item Analysis Techniques : Teknik Analisis Item Tes Bahasa Najmalia Fitra; Herdah Herdah; Amira Ezzat Mahrous
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 1 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0111-09

The quality of a learning outcome exam is heavily influenced by the quality of its items, hence it is vital to assess the test items to enhance its quality. Language learning is a complicated learning process that involves four skills: listening, speaking, writing, and reading. The challenge in this study is determining which tactics are used to assess language examinations and how to use them. The research methodology used is library research, which entails acquiring data from a variety of scientific journals for the study. The study's findings suggest that test items may be analyzed in two ways: qualitatively and quantitatively. In qualitative analysis, four variables are considered: material analysis, question creation analysis, cultural/language analysis, and test accuracy about student ability. In addition, quantitative research looks at the test's internal properties, such as test validity, reliability, difficulty level, test item discrimination power, and distractor function efficacy. Keywords: Analysis Techniques, Language, Test Items.

Problematika Evaluasi Pembelajaran Bahasa Arab Berbasis Digital Nawal Sa’adah; Wilda Widya Armadani; Muhammad Kholilurrahman; Andi Nur Pratiwi; Ummul Khaeriah; Herdah Herdah
Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya Vol. 5 No. 1 (2026): Juni: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/protasis.v5i1.270

This study examines the problematics of digital-based evaluation in Arabic language learning in the context of contemporary educational transformation. The background of this research is rooted in the increasing use of digital technology in assessment practices, which raises questions regarding its effectiveness in measuring comprehensive language competence. The objective of this study is to analyze the main challenges faced in implementing digital evaluation in Arabic language learning. This research employs a qualitative approach through library research, utilizing documentation techniques to collect data from relevant scholarly sources published between 2020 and 2026. The data were analyzed using content analysis by identifying, categorizing, and interpreting recurring issues in digital assessment practices. The findings indicate that digital evaluation still faces several limitations, including the inability to measure productive language skills comprehensively, issues of validity and reliability, potential academic dishonesty, low digital literacy among users, unequal access to technology, suboptimal evaluation design, ethical concerns in technology use, and lack of alignment with the communicative nature of Arabic language learning. These findings imply that digital evaluation requires an integrative approach that combines technological innovation with pedagogical principles, emphasizing authentic and performance-based assessment. The study also highlights the importance of improving digital literacy and providing adequate infrastructure to ensure fair and effective evaluation practices.

Prototipe Sistem Evaluasi Integratif Empat Keterampilan Bahasa Arab: Desain, Pengembangan, dan Uji Kelayakan Dian Ramadhani Abdullah; Milda Damayanti; Nurul Hikmah; Cici Zaskia; Nizar Nizar; Herdah Herdah
Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya Vol. 5 No. 1 (2026): Juni: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/protasis.v5i1.271

The evaluation of Arabic language learning that has been implemented tends to be partial and has not been able to measure the four language skills, namely maharah al-istima', maharah al-kalam, maharah al-qira'ah, and maharah al-kitabah, in an integrated and comprehensive assessment system. This study aims to design, develop, and test the feasibility of an integrative evaluation system prototype for four Arabic language skills as a solution to these limitations. The method used is Research and Development (R&D) with the ADDIE model, limited to the development and expert validation stages. Data were collected through needs interviews, documentation studies, and a four-point Likert scale expert validation questionnaire involving Arabic language learning experts and educational technology experts. The validation results indicate that the developed integrative evaluation system prototype meets the feasibility criteria in terms of validity, reliability, practicality, effectiveness, and comprehensiveness, and is therefore declared suitable for use as an Arabic language learning assessment tool. The prototype includes written test instruments, oral tests, observation sheets, portfolio assessments, and scoring rubrics designed to holistically measure students' Arabic language competence. This study implies the need for renewal of a more integrative and technology-based Arabic language evaluation system to support the continuous improvement of Arabic language learning quality.

Analisis Perbandingan Konsep Dasar dan Urgensi Evaluasi Pembelajaran Bahasa Arab Muhammad Rahmat Alimin; Herdah Herdah
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 4 No. 3 (2026): June: Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v4i3.2746

Evaluation is an important component in the Arabic language learning process because it functions to determine the level of students' achievement in reaching learning objectives. In educational practice, the terms measurement, assessment, and evaluation are often used interchangeably, even though they have different meanings in terms of concept, function, and scope. This article aims to analyze the fundamental differences between measurement, assessment, and evaluation and to examine the urgency of their application in Arabic language learning. The method used in this study is a literature study by reviewing various books and scientific journals related to educational evaluation. The results of the study show that measurement focuses on collecting data in the form of numerical scores, assessment is the process of interpreting the results of measurement, while evaluation is a broader process used to determine the effectiveness of a learning program. The application of these three concepts can be found in the four Arabic language skills: listening (istima’), speaking (kalam), reading (qira’ah), and writing (kitabah). In addition, a good evaluation system should consider the principles of objectivity, validity, reliability, and fairness so that the results can accurately reflect students' abilities. Therefore, a proper understanding of measurement, assessment, and evaluation is essential for developing an effective and quality evaluation system in Arabic language learning.

Language Test Item Analysis Techniques: Teknik Analisis Item Tes Bahasa Najmalia Fitra; Herdah Herdah; Amira Ezzat Mahrous
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 1 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0111-09

The quality of a learning outcome exam is heavily influenced by the quality of its items, hence it is vital to assess the test items to enhance its quality. Language learning is a complicated learning process that involves four skills: listening, speaking, writing, and reading. The challenge in this study is determining which tactics are used to assess language examinations and how to use them. The research methodology used is library research, which entails acquiring data from a variety of scientific journals for the study. The study's findings suggest that test items may be analyzed in two ways: qualitatively and quantitatively. In qualitative analysis, four variables are considered: material analysis, question creation analysis, cultural/language analysis, and test accuracy about student ability. In addition, quantitative research looks at the test's internal properties, such as test validity, reliability, difficulty level, test item discrimination power, and distractor function efficacy.

STRATEGI GURU PAI DALAM PEMBELAJARAN AL-QUR'AN BAGI PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SLB KOTA PAREPARE Sukma Kristalara; Herdah Herdah; Marhani Marhani; Sitti Jamilah; Firman Firman
Jurnal Education and Development Vol 14 No 3 (2026): Vol 14 No 3 September 2026
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v14i3.8349

Pendidikan Al-Qur'an bagi Peserta Didik Berkebutuhan Khusus (PDBK) merupakan aspek krusial dalam pendidikan Islam inklusif, namun kajian lintas jenis ketunaan masih sangat terbatas. Penelitian ini bertujuan menganalisis strategi guru PAI, faktor pendukung-penghambat, serta dampaknya terhadap literasi dan spiritualitas PDBK di SLB Kota Parepare. Menggunakan pendekatan kualitatif studi kasus dengan analisis interaktif Miles, Huberman, dan Saldana berbantuan NVivo, data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru PAI menerapkan strategi adaptif berbasis karakteristik ketunaan: pendekatan visual-artikulasi untuk tunarungu, audio-Braille untuk tunanetra, serta repetisi dan pendampingan individual untuk tunagrahita dan autis. Faktor pendukung utama mencakup komitmen guru dan kolaborasi dengan guru PLB, sementara hambatan meliputi minimnya pelatihan khusus dan kelas multidisabilitas. Capaian literasi berfokus pada level mengenal, mengingat, dan melafalkan, dengan penguatan spiritual melalui pembiasaan adab harian. Kebaruan (novelty) riset ini terletak pada penawaran dua konsep teoretis baru, yakni Systemic Barrier Equilibrium dan Theological Ecosystem Theory, sebagai kontribusi signifikan bagi pengembangan model pendidikan Islam inklusif.

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