Article Per Year (5 Year)
p-Index From 2020 - 2025
0.751
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Agama Islam Ijaz Arabi Journal of Arabic Learning Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Alsina : Journal of Arabic Studies
Alribdi, Nada Ibrahim
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Alsina : Journal of Arabic Studies

 1 
Implementasi Penilaian Non-Tes Mahārah Kalām: Studi Kasus Multisitus di Perguruan Tinggi Yogyakarta Setyawan, Cahya Edi; Zulaeha; Akhsan; Alribdi, Nada Ibrahim; Ahmadi M
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26108

Abstract

Non-test assessment is an evaluation method that focuses on students’ processes and performance in real contexts without relying on written examinations. This study aims to analyze the implementation of non-test assessment in the mahārah kalām (speaking skills) course at three higher education institutions: STAI Masjid Syuhada (STAIMS), Universitas Muhammadiyah Yogyakarta (UMY), and UIN Sunan Kalijaga Yogyakarta (UIN Suka). Employing a multi-site case study with a descriptive qualitative approach, data were collected through in-depth interviews, participatory classroom observations, and analysis of assessment documents and student outputs. The findings reveal diverse strategies tailored to each institution’s characteristics. STAIMS applies a project-based assessment by producing Arabic-language vlogs to enhance communication, creativity, and digital literacy. UMY adopts a process-based approach through simulations and role-play, enabling gradual skill development with direct feedback. UIN Suka relies on intensive muḥādathah and khiṭābah minbarīyah practices to refine fluency and formal rhetoric. All three models are grounded in authentic and performance-based assessment principles, evaluating competence contextually, applicatively, and holistically. This study underscores that diverse approaches can complement one another in developing Arabic speaking proficiency, offering comparative insights into locally adapted pedagogical innovations aligned with learners’ needs and learning contexts.
Co-Authors Ahmadi M Akhsan Fathul Lubabin Nuqul Fuad Nashori Hady, M. Samsul Hanun, Aisyatul Hoque, Mesbahul Ismail, Tuan Haji Sulaiman Mohamed, Yuslina Mohammad Mahpur Nuraini Nuraini Rahmat Aziz Rauhillah, Siti Razak, Zainurrijal Abd Setyawan, Cahya Edi Zulaeha