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All Journal Jurnal Manajemen Pendidikan El-Tsaqafah: Jurnal Jurusan PBA Lexeme : Journal of Linguistics and Applied Linguistics Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Journal of Arabic Literature (Jali) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran At-Tadzkir: Islamic Education Journal International Journal of Research and Community Empowerment Jurnal Literasi dan Pembelajaran Indonesia Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Tamadduna: Jurnal Peradaban Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Kabalmay, Taqiyuddin
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Religion Humanities Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Analyzing Cognitive Skill Balance in Arabic Summative Assessments: A Case Based on LOST-MOST-HOST Framework Kabalmay, Taqiyuddin; Rahmadewi, Sintya; Alim Aziz, Anshari Nur Muhammad; Tantawi, Imam
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.174

Abstract

This study is motivated by the absence of item analysis based on Anderson and Krathwohl’s cognitive taxonomy in the implementation of summative assessment, indicating a gap in the evaluation practices of Arabic language instruction in Grade VIII at MTsN Ambon. Item analysis is essential to ensure that assessment instruments accurately measure students’ cognitive abilities in alignment with the learning objectives set out in the curriculum. This study aims to analyze the level of difficulty of the year-end summative test items in the Arabic language based on the revised taxonomy of Anderson and Krathwohl, which includes six cognitive levels: remembering, understanding, applying, analyzing, evaluating, and creating. This research employs a descriptive qualitative approach using non-interactive methods such as documentation, interviews, and observation. The research subjects are Arabic language test papers used in the year-end summative assessment for Grade VIII at MTsN Ambon in the 2022/2023 academic year. The findings reveal that most items fall within the MOST (moderate thinking skills) category, while LOTS (lower-order thinking skills) and HOTS (higher-order thinking skills) categories remain significantly underrepresented. This finding indicates that the assessment instruments do not yet comprehensively reflect the full spectrum of students’ cognitive domains. Therefore, this study recommends the development of more balanced assessments based on the LOTS, MOST, and HOTS framework, along with teacher training in constructing test items grounded in a comprehensive cognitive taxonomy, to enhance the validity of assessments and support more effective and meaningful learning processes.
DIAGNOSTIC ASSESSMENT AS THE FOUNDATION FOR ADAPTIVE AND DIFFERENTIATED LEARNING TRANSITION TO THE MERDEKA CURRICULUM Rahmadewi, Sintya; Habib, Ikhwanul; Kabalmay, Taqiyuddin
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14168

Abstract

Diagnostic assessment plays a crucial role in the successful implementation of the Merdeka Curriculum, as it provides a foundation for adaptive, responsive, and differentiated learning. This study aims to offer a comprehensive understanding of the role of diagnostic assessment in identifying students’ readiness, learning needs, strengths, and weaknesses, as well as their socio-emotional conditions. Using a descriptive qualitative approach with library research as the main method, this study analyzes various sources, including official modules from the Ministry of Education and Culture, scientific journals, reference books, and relevant previous studies. The findings indicate that diagnostic assessment, classified into cognitive and non-cognitive types, enables teachers to design effective instructional strategies, implement remedial and enrichment programs, and foster collaboration among educators. Despite its advantages, diagnostic assessment also presents challenges such as potential misinterpretation, time constraints, and the need for adequate teacher training. Overall, diagnostic assessment serves not only as an instrument to measure student readiness but also as a theoretical construct that bridges curriculum objectives with learner diversity, thereby strengthening the foundation of differentiated and holistic education in the Merdeka Curriculum.
Co-Authors Alim Aziz, Anshari Nur Muhammad Azzaahro, Vivia Salma Azzahro, Vivia Salma Djoko Susanto Fitriani, Namiyah Habib, Ikhwanul Hidayatullah , M Baihaki Ikhwanul Habib Ila Ifawati, Nur Khasyitullah, Zaki Miftahul Huda Muhaiban Muhaiban Muhammad Zaki Muhibbuddin Muhibbuddin Nur Hasan Rahmadewi, Sintya Rahmah, Azizah Rahmanudin, Ii Ridho, Reziq S, Muhibbuddin Salsabila Jannata, Inas Sugiar, Lalu Rahmat Tantawi, Imam