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CIPP’S Model of Curriculum Evaluation Focused on the Arabic Reading Skills Textbook KSKK 2019 Aini, Karima Ayu Nur; Inayah, Inayah; Ismail, Ismail
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9103

Curriculum evaluation is a strategic step to assess the effectiveness of a learning program. This study aims to evaluate the 2019 KSKK grade VIII Arabic textbook, specifically in terms of reading skills (maharah qira'ah), using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach with an explanatory design was used to analyze the alignment of the textbook's content with student needs, the curriculum, the learning process, and the outcomes achieved. The data were obtained through document analysis of the 2019 KSKK Grade VIII Arabic textbook used at MTs Miftahussa’adah Mijen Semarang, KSKK curriculum policy documents, textbook development guidelines, scientific journals, reference books, and other relevant supporting documents, focusing on reading texts, learning activities, exercises, and evaluation components related to maharah qira'ah. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing to identify patterns, relationships, and areas for improvement. The evaluation results indicate that the textbook is contextually relevant, has systematic content appropriate to students' ability levels, and supports the development of reading skills. However, the textbook still requires additional learning media to enrich students' learning experiences. The CIPP model has proven effective in providing a comprehensive overview of the strengths and areas for improvement of the textbook. Therefore, this book is suitable for use as a teaching resource in effective, contextual, and integrated Arabic language learning.

CIPP’S Model of Curriculum Evaluation Focused on the Arabic Reading Skills Textbook KSKK 2019 Aini, Karima Ayu Nur; Inayah, Inayah; Ismail, Ismail
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9103

Curriculum evaluation is a strategic step to assess the effectiveness of a learning program. This study aims to evaluate the 2019 KSKK grade VIII Arabic textbook, specifically in terms of reading skills (maharah qira'ah), using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach with an explanatory design was used to analyze the alignment of the textbook's content with student needs, the curriculum, the learning process, and the outcomes achieved. The data were obtained through document analysis of the 2019 KSKK Grade VIII Arabic textbook used at MTs Miftahussa’adah Mijen Semarang, KSKK curriculum policy documents, textbook development guidelines, scientific journals, reference books, and other relevant supporting documents, focusing on reading texts, learning activities, exercises, and evaluation components related to maharah qira'ah. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing to identify patterns, relationships, and areas for improvement. The evaluation results indicate that the textbook is contextually relevant, has systematic content appropriate to students' ability levels, and supports the development of reading skills. However, the textbook still requires additional learning media to enrich students' learning experiences. The CIPP model has proven effective in providing a comprehensive overview of the strengths and areas for improvement of the textbook. Therefore, this book is suitable for use as a teaching resource in effective, contextual, and integrated Arabic language learning.

CIPP’S Model of Curriculum Evaluation Focused on the Arabic Reading Skills Textbook KSKK 2019 Aini, Karima Ayu Nur; Inayah, Inayah; Ismail, Ismail
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9103

Curriculum evaluation is a strategic step to assess the effectiveness of a learning program. This study aims to evaluate the 2019 KSKK grade VIII Arabic textbook, specifically in terms of reading skills (maharah qira'ah), using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach with an explanatory design was used to analyze the alignment of the textbook's content with student needs, the curriculum, the learning process, and the outcomes achieved. The data were obtained through document analysis of the 2019 KSKK Grade VIII Arabic textbook used at MTs Miftahussa’adah Mijen Semarang, KSKK curriculum policy documents, textbook development guidelines, scientific journals, reference books, and other relevant supporting documents, focusing on reading texts, learning activities, exercises, and evaluation components related to maharah qira'ah. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing to identify patterns, relationships, and areas for improvement. The evaluation results indicate that the textbook is contextually relevant, has systematic content appropriate to students' ability levels, and supports the development of reading skills. However, the textbook still requires additional learning media to enrich students' learning experiences. The CIPP model has proven effective in providing a comprehensive overview of the strengths and areas for improvement of the textbook. Therefore, this book is suitable for use as a teaching resource in effective, contextual, and integrated Arabic language learning.

Dirāsah Tajrībiyyah Muqāranah baina Istikhdām Wordwall wa Quizlet fī Itqān al-Mufradāt li-Ṭullāb al-Madrasah al-Mutawassiṭah Jannah, Nisa Miftahul; Inayah, Inayah; Sutiyono, Agus
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9119

This study aims to compare the effectiveness of two widely used digital learning platforms, Wordwall and Quizlet, in improving Arabic vocabulary mastery among seventh-grade students at MTs Ar-Rois Cendekia Semarang City. Employing a quantitative approach with a quasi-experimental design using a non-equivalent control group, the research involved two experimental classes consisting of 44 students selected through purposive sampling. Data collection employed vocabulary tests, observations, and documentation. The instruments were validated through validity and reliability testing, followed by data analysis using the Mann–Whitney U test, as the normality test indicated that the data were not normally distributed. The results showed that there was no statistically significant difference between Wordwall and Quizlet in improving students’ Arabic vocabulary mastery (p = 0.317 > 0.05), with a small effect size (r = 0.169), indicating that both platforms have comparable effectiveness in supporting vocabulary learning.

Dirāsah Tajrībiyyah Muqāranah baina Istikhdām Wordwall wa Quizlet fī Itqān al-Mufradāt li-Ṭullāb al-Madrasah al-Mutawassiṭah Jannah, Nisa Miftahul; Inayah, Inayah; Sutiyono, Agus
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9119

This study aims to compare the effectiveness of two widely used digital learning platforms, Wordwall and Quizlet, in improving Arabic vocabulary mastery among seventh-grade students at MTs Ar-Rois Cendekia Semarang City. Employing a quantitative approach with a quasi-experimental design using a non-equivalent control group, the research involved two experimental classes consisting of 44 students selected through purposive sampling. Data collection employed vocabulary tests, observations, and documentation. The instruments were validated through validity and reliability testing, followed by data analysis using the Mann–Whitney U test, as the normality test indicated that the data were not normally distributed. The results showed that there was no statistically significant difference between Wordwall and Quizlet in improving students’ Arabic vocabulary mastery (p = 0.317 > 0.05), with a small effect size (r = 0.169), indicating that both platforms have comparable effectiveness in supporting vocabulary learning.

Gamified Arabic Vocabulary Learning: Integrating Puzzle-Based Discovery Learning to Foster Learner Autonomy Dzakiyatul Fikriyah; Inayah Inayah; Ruswan Ruswan; Lu'lu'ul Aini
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3282

Existing studies rarely integrate puzzle-based educational games with the discovery learning model while simultaneously examining students’ learning independence as an affective outcome in Arabic vocabulary learning at the Junior Islamic School level. This study aims to examine, implement, and determine the effectiveness of Arabic vocabulary learning based on games that combine the use of puzzles with discovery learning in improving the learning independence of Junior Islamic School students in Kaliwungu, Kendal, Central Java. The method employed in this study was a quantitative approach with a pre-experimental design. The sample used was from class 8C Junior Islamic School NU 05 Sunan Katong, which consisted of 26 students. Data collection was conducted using observation techniques to measure student learning independence, interviews to gather supporting data, and tests to assess students' vocabulary comprehension. This study shows that integrating puzzle-based discovery learning in vocabulary learning is quite effective in improving student learning independence. The results of the analysis using SPSS showed a significance value of 0.000, which means that the value is <0.05, indicating that there is an effect of vocabulary learning through puzzle media and discovery learning on students' learning independence. The results of the N-Gain test showed a percentage value of 57.6066, which means that vocabulary learning through puzzle media and discovery learning is quite effective. Based on the results of observations, the measurement of student learning independence shows that most students fall into the category of being fairly independent. This means that game-based vocabulary learning through puzzles and discovery learning can encourage student independence in learning. These findings indicate that integrating puzzle-based discovery learning in vocabulary learning is needed for Arabic vocabulary learning in order to improve student learning independence.

Gamified Arabic Vocabulary Learning: Integrating Puzzle-Based Discovery Learning to Foster Learner Autonomy Dzakiyatul Fikriyah; Inayah Inayah; Ruswan Ruswan; Lu'lu'ul Aini
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3282

Existing studies rarely integrate puzzle-based educational games with the discovery learning model while simultaneously examining students’ learning independence as an affective outcome in Arabic vocabulary learning at the Junior Islamic School level. This study aims to examine, implement, and determine the effectiveness of Arabic vocabulary learning based on games that combine the use of puzzles with discovery learning in improving the learning independence of Junior Islamic School students in Kaliwungu, Kendal, Central Java. The method employed in this study was a quantitative approach with a pre-experimental design. The sample used was from class 8C Junior Islamic School NU 05 Sunan Katong, which consisted of 26 students. Data collection was conducted using observation techniques to measure student learning independence, interviews to gather supporting data, and tests to assess students' vocabulary comprehension. This study shows that integrating puzzle-based discovery learning in vocabulary learning is quite effective in improving student learning independence. The results of the analysis using SPSS showed a significance value of 0.000, which means that the value is <0.05, indicating that there is an effect of vocabulary learning through puzzle media and discovery learning on students' learning independence. The results of the N-Gain test showed a percentage value of 57.6066, which means that vocabulary learning through puzzle media and discovery learning is quite effective. Based on the results of observations, the measurement of student learning independence shows that most students fall into the category of being fairly independent. This means that game-based vocabulary learning through puzzles and discovery learning can encourage student independence in learning. These findings indicate that integrating puzzle-based discovery learning in vocabulary learning is needed for Arabic vocabulary learning in order to improve student learning independence.

Implementation of the Canva Media-Based Contextual Teaching and Learning (CTL) Model to Improve Arabic Vocabulary Laily Khoirum Marzuqoh; Inayah Inayah; Waesama-ae Waemamu
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3668

This research is based on the urgency of learning media innovation in helping students overcome challenges in mastering Arabic vocabulary. It aims to implement the Canva-based Contextual Teaching and Learning (CTL) model and measure its effectiveness in improving vocabulary mastery. The method used was quantitative, involving a pre-experimental design with a one-group pre-test and post-test, with a sample of 34 students in class X.2 (Olympic) at MAN 1 Kota Semarang. Results showed that the Canva-based CTL model was both effective and engaging, as the learning material was integrated into visualizations relevant to real-world situations. Statistically, this effectiveness was confirmed through the Wilcoxon Signed-Rank Test with a Z value of -5.090 and a significance level (Asymp. Sig. 2-tailed) below 0.001. Since the significance value < 0.05, H0 was rejected, and H1 was accepted, confirming that the Canva-based CTL model significantly improves students' Arabic vocabulary.

Implementation of the Canva Media-Based Contextual Teaching and Learning (CTL) Model to Improve Arabic Vocabulary Laily Khoirum Marzuqoh; Inayah Inayah; Waesama-ae Waemamu
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3668

This research is based on the urgency of learning media innovation in helping students overcome challenges in mastering Arabic vocabulary. It aims to implement the Canva-based Contextual Teaching and Learning (CTL) model and measure its effectiveness in improving vocabulary mastery. The method used was quantitative, involving a pre-experimental design with a one-group pre-test and post-test, with a sample of 34 students in class X.2 (Olympic) at MAN 1 Kota Semarang. Results showed that the Canva-based CTL model was both effective and engaging, as the learning material was integrated into visualizations relevant to real-world situations. Statistically, this effectiveness was confirmed through the Wilcoxon Signed-Rank Test with a Z value of -5.090 and a significance level (Asymp. Sig. 2-tailed) below 0.001. Since the significance value < 0.05, H0 was rejected, and H1 was accepted, confirming that the Canva-based CTL model significantly improves students' Arabic vocabulary.

Implementation of the Canva Media-Based Contextual Teaching and Learning (CTL) Model to Improve Arabic Vocabulary Laily Khoirum Marzuqoh; Inayah Inayah; Waesama-ae Waemamu
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3668

This research is based on the urgency of learning media innovation in helping students overcome challenges in mastering Arabic vocabulary. It aims to implement the Canva-based Contextual Teaching and Learning (CTL) model and measure its effectiveness in improving vocabulary mastery. The method used was quantitative, involving a pre-experimental design with a one-group pre-test and post-test, with a sample of 34 students in class X.2 (Olympic) at MAN 1 Kota Semarang. Results showed that the Canva-based CTL model was both effective and engaging, as the learning material was integrated into visualizations relevant to real-world situations. Statistically, this effectiveness was confirmed through the Wilcoxon Signed-Rank Test with a Z value of -5.090 and a significance level (Asymp. Sig. 2-tailed) below 0.001. Since the significance value < 0.05, H0 was rejected, and H1 was accepted, confirming that the Canva-based CTL model significantly improves students' Arabic vocabulary.

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