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All Journal Ijaz Arabi Journal of Arabic Learning Kordinat : Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
fauziyah, luqi
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Model Pengembangan Kurikulum “Model Beauchamp, Roger dan Douglas Brown” fauziyah, luqi; Hanifah, Umi
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol 23, No 2 (2024): Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v24i2.45177

Abstract

This research discusses three curriculum development models, namely the Beauchamp Model, Roger Model, and Douglas Brown Model. The Beauchamp Model emphasizes a systematic and administrative approach in curriculum development, the Roger Model focuses on interpersonal interactions and direct experiences in learning, while the Douglas Brown Model prioritizes cognitive, socio-affective and linguistic principles in language teaching. This research uses a descriptive qualitative method with a literature study approach. Data was collected from various academic sources, such as books, scientific journals, and educational documents related to curriculum development. The analysis was carried out through a comparative study of the three models to identify their strengths, weaknesses and relevance in the educational context in Indonesia. The research results show that each model has its own unique approach to curriculum development. The Beauchamp Model is more suitable for a structured and centralized education system, the Roger Model is suitable for an experience-based approach and active participation of students, while the Douglas Brown Model is more effective in language learning. By understanding these various models, educational institutions can select and adapt the most relevant models according to their learning needs.
Model Pengembangan Kurikulum “Model Beauchamp, Roger dan Douglas Brown” fauziyah, luqi; Hanifah, Umi
Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Vol. 23 No. 2 (2024): Jurnal Komunikasi antar Perguruan Tinggi Agama Islam
Publisher : Kopertais Wilayah I DKI Jakarta dan Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/kordinat.v24i2.45177

Abstract

This research discusses three curriculum development models, namely the Beauchamp Model, Roger Model, and Douglas Brown Model. The Beauchamp Model emphasizes a systematic and administrative approach in curriculum development, the Roger Model focuses on interpersonal interactions and direct experiences in learning, while the Douglas Brown Model prioritizes cognitive, socio-affective and linguistic principles in language teaching. This research uses a descriptive qualitative method with a literature study approach. Data was collected from various academic sources, such as books, scientific journals, and educational documents related to curriculum development. The analysis was carried out through a comparative study of the three models to identify their strengths, weaknesses and relevance in the educational context in Indonesia. The research results show that each model has its own unique approach to curriculum development. The Beauchamp Model is more suitable for a structured and centralized education system, the Roger Model is suitable for an experience-based approach and active participation of students, while the Douglas Brown Model is more effective in language learning. By understanding these various models, educational institutions can select and adapt the most relevant models according to their learning needs.
Difficulty Level Of Arabic Language Exam Questions For High School Students Fauziyah, Luqi; Baihaqi, M.; wafa, Ali; Ansori, Moh.; Syafitri, Nila Sari; Fahma, Nabiela
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.35914

Abstract

Good learning outcome evaluation questions must have a degree of difficulty that matches the level of learning outcomes being measured. To obtain good questions, a study has been conducted to assess the degree of difficulty of the test questions. The object of this research is the MA Islamiyah Senori Final Semester Exam questions. The analysis was performed using quantitative methods and a simple descriptive qualitative approach. Data collection was carried out by assessing each exam question. Based on the study's results, the difficulty of each question was evaluated. From the results, it was observed that the exam questions were distributed as 2 difficult, 9 medium, and 9 easy, out of 20. It can be inferred from the study's findings that promising findings can be used. While questions categorized as not good indicate that the level of difficulty is unbalanced, so they should be used again, it is necessary to carefully consider the analysis results of the questions in terms of their level of difficulty.
Co-Authors Ali Wafa Ansori, Moh. Fahma, Nabiela M Baihaqi Syafitri, Nila Sari Umi Hanifah