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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Kalamuna
Andi Nurizzah Aqila
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
Game-Assisted Multimodal Learning Efficacy on Arabic Vocabulary Mastery: A Pre-Experimental Study in Indonesian Islamic Elementary Education Ramdhani, Desal Putri; Agus Yasin; Siti Nurfadlilah; Andi Nurizzah Aqila; Zulfani, Alya
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.10

Abstract

This study examines the effectiveness of a game-assisted multimodal learning approach implemented through the Fun Arabic Class program in improving Arabic vocabulary mastery among fifth-grade students at MI Nurussalam. Grounded in Game-Based Learning theory, this study employed an experimental method using a one-group pretest–posttest design involving 26 students selected through total sampling. The instructional treatment was conducted over four learning sessions, integrating video-based learning, picture-matching games, and digital quizzes via Kahoot to support multimodal engagement. Data were collected using a validated Arabic vocabulary test with acceptable internal consistency reliability (Cronbach’s alpha = 0.82) and analyzed using the Wilcoxon Signed-Rank Test. The results indicated a statistically significant improvement in students’ vocabulary mastery, with mean scores increasing from 40.19 to 74.42 (p < 0.05), accompanied by a substantial median gain, indicating practical significance beyond statistical significance alone. These findings suggest that game-assisted multimodal learning can enhance student engagement and vocabulary retention in elementary Arabic instruction. However, the absence of a control group presents a potential internal validity limitation. Therefore, future studies are recommended to employ comparative experimental designs with larger samples to examine scalability and instructional effectiveness across different Arabic language competencies.
Co-Authors Agus Yasin Fairuz Subakir Fikriyah, Fikriyah Nurfadlilah, Siti Ramdhani, Desal Putri Siti Nurfadlilah Suci Fatimah Zulfani, Alya