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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab
Fairuz Subakir
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Education Languange, Linguistic, Communication & Media

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Item Analysis of Insya’ Assessment Based on Bloom’s Taxonomy at Islamic Senior High School Darussalam Rajapolah Tasikmalaya Cecep Sobar Rochmat; Fitri Masturoh; Fairuz Subakir; Zhulfa Halimatus Sadiah
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 1 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i1.201-222

Abstract

Despite the widespread use of Insya’ assessments in educational institutions, comprehensive evaluations of item quality covering validity, reliability, discrimination, difficulty, and cognitive levels based on Revised Bloom’s Taxonomy remain limited. Previous studies rarely integrate statistical analysis with cognitive classification, particularly in high school Arabic education. This study addresses that gap by analyzing ten Insya’ assessment items from Grade 12 students at Islamic Senior High School Darussalam Tasikmalaya. Data consisted of exam questions, student answers, and scores, supported by literature. Collection methods involved interviews, observation, and documentation, with analysis conducted using SPSS version 30. The results showed 80% of items were valid, with a reliability coefficient of 0.743. Discrimination analysis rated 30% very good, 40% good, 10% acceptable, and 20% poor. Difficulty analysis revealed that 10% of the items were difficult, 70% were moderate, and 20% were easy. Cognitive levels indicated 80% assessed Understanding (C2), 10% Applying (C3), and 10% Creating (C6), with only 10% categorized as higher-order thinking skills (HOTS). These findings highlight the need for improved item design that promotes higher-order thinking and aligns more effectively with cognitive learning goals.
Development of Evaluation Model for Arabic Language Skills Based on HOTS (Higher Order Thinking Skills)/Tathwir Namudhaj Taqwim li-Maharat al-Lughah al-‘Arabiyyah Qa’im ‘ala Maharat al-Tafkir al-‘Ulya Fairuz Subakir; Nurfadlilah, Siti; Fikriyah, Fikriyah; Andi Nurizzah Aqila; Suci Fatimah
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 2 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/e8q74e11

Abstract

The demands of 21st-century education require assessments that measure not only students’ basic knowledge but also their ability to think critically and creatively. In Arabic language learning, conventional assessments often emphasize memorization which makes higher-order thinking skills underexplored. This study aimed to develop a Higher Order Thinking Skills (HOTS)-based assessment model for evaluating the four Arabic language skills: istima’ (listening), kalam (speaking), qira’ah (reading), and kitabah (writing). Utilizing document analysis and literature review, the research designs an assessment instrument focused on three HOTS dimensions: analyzing (C4), evaluating (C5), and creating (C6), with example questions and rubrics adjusted for each skill. Findings showed that around 65% of existing instruments analyzed meet HOTS criteria at levels C4 and C5, but tasks targeting C6 remain limited, especially in productive skills. The proposed model incorporates authentic assessment strategies such as debates, critical text analysis, and argumentative writing. Challenges included developing objective rubrics and preparing teachers for HOTS-based assessments. Nevertheless, the model presents opportunities to enhance students’ motivation, critical thinking, and literacy. This study contributed to a conceptual framework for Arabic language assessment aligned with 21st-century goals, promoting the development of students’ higher-order thinking and communicative competence.
Co-Authors Andi Nurizzah Aqila Cecep Sobar Rochmat Fikriyah, Fikriyah Fitri Masturoh Nurfadlilah, Siti Suci Fatimah Zhulfa Halimatus Sadiah