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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education INCARE
Alfinnas, Haflah
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media Mathematics

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Konsep Evaluasi Pendidikan dalam Perspektif Islam Berdasarkan Al-Qur'an dan Hadits Yuniartin, Titin; Astuti, Erma Hari Tri; Alfinnas, Haflah
INCARE, International Journal of Educational Resources Vol 5 No 4 (2024): December 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i4.1076

Abstract

Islamic education evaluation is a crucial component in shaping the holistic character of students based on the values of the Qur'an and Hadith. This study aims to analyze the principles of Islamic education evaluation from this perspective, emphasizing justice, continuity, and the integration of worldly and spiritual values. The research employs a qualitative descriptive method with a library research approach, utilizing primary sources such as the Qur'an and Hadith alongside secondary references from relevant literature. The findings reveal that evaluation rooted in Qur'anic values not only measures intellectual achievements but also fosters integrity and spiritual piety. Justice serves as the core principle of evaluation, while a continuous approach enables students to reflect and develop comprehensively. These findings highlight the need for developing holistic evaluation instruments that align with modern educational demands while remaining consistent with Islamic values.
Konsep Evaluasi Pendidikan dalam Perspektif Islam Berdasarkan Al-Qur'an dan Hadits Yuniartin, Titin; Astuti, Erma Hari Tri; Alfinnas, Haflah
INCARE, International Journal of Educational Resources Vol. 5 No. 4 (2024): December 2024
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i4.1076

Abstract

Islamic education evaluation is a crucial component in shaping the holistic character of students based on the values of the Qur'an and Hadith. This study aims to analyze the principles of Islamic education evaluation from this perspective, emphasizing justice, continuity, and the integration of worldly and spiritual values. The research employs a qualitative descriptive method with a library research approach, utilizing primary sources such as the Qur'an and Hadith alongside secondary references from relevant literature. The findings reveal that evaluation rooted in Qur'anic values not only measures intellectual achievements but also fosters integrity and spiritual piety. Justice serves as the core principle of evaluation, while a continuous approach enables students to reflect and develop comprehensively. These findings highlight the need for developing holistic evaluation instruments that align with modern educational demands while remaining consistent with Islamic values.
Instrumen Penilaian Autentik pada Pembelajaran Bahasa Arab di Madrasah Aliyah Alfinnas, Haflah; Ali, Moh.; Syathori, A.
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.v7i1.9131

Abstract

This study aims to develop authentic assessment instruments for Arabic language learning at Madrasah Aliyah through a qualitative library research approach. The data in this study comprise primary and secondary sources, including textbooks, national and international scientific journals, previous research findings, and theoretical references on authentic assessment and Arabic language teaching. Data were collected through systematic documentation techniques, including searches of credible academic databases, library catalogs, and electronic journal repositories using relevant keywords. The subject of this study is the conceptual framework for the development of an authentic assessment instrument for four Arabic language skills. Data were analyzed using a descriptive-analytical content analysis, with data reduction, categorization, comparative analysis, and synthesis, and source triangulation to ensure the validity and credibility of the findings. The results indicate that authentic assessment instruments for Arabic language learning are characterized by four main dimensions: task authenticity, cognitive complexity, skills integration, and cultural relevance, and cover listening, speaking, reading, and writing, with clear, measurable rubrics. Implementation requires a paradigm shift from discrete-point testing toward an integrative assessment oriented toward the development of communicative competence. This instrument is expected to become a practical alternative for Arabic teachers to conduct more comprehensive and meaningful assessments in the Madrasah Aliyah context.
Co-Authors A. Syathori, A. Astuti, Erma Hari Tri Moh. Ali Yuniartin, Titin