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All Journal Al Mahara: Jurnal Pendidikan Bahasa Arab
Nila Sari Syafitri
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Education Languange, Linguistic, Communication & Media

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Idhmaju Taqyiimi al-Ashili Fi Ta‘allumi Lughotil ‘Arabiyyat: al-Mandzuratu Nadzoriyyat Wal-Athari Ghoir al-Ikhtibariyyah: Integration of Authentic Assessment in Arabic Language Learning: Theoretical Perspectives and Non-Test Implications Luqi Fauziyah; Dewi Nur Masitho; M. Baihaqi; Nila Sari Syafitri; Hasanah Dwi Yusuf
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 2 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0112-03

Abstract

Authentic assessment is an evaluation approach that focuses on students’ ability to perform tasks with real-world relevance. In Arabic language education, authentic assessment is a primary tool to evaluate cognitive, affective, and psychomotor competencies. This study examines the types of authentic assessment, their implementation, and the challenges associated with authentic assessment in Arabic language instruction at the school level. The research used a qualitative library methodology. Data analysis included three stages: reduction, presentation, and conclusion. Results show that authentic assessment includes performance assessment, portfolios, projects, and self-assessment. Using authentic assessment increases students' motivation and enhances their competence in communicating in Arabic. However, barriers remain. Time constraints, lack of teacher preparation, and difficulties in developing assessment rubrics hinder effective assessment. Comprehensive teacher training and strong institutional policies are needed to address these challenges. This research aims to improve Arabic language instruction by supporting contextualized assessment practices. It contributes by giving an in-depth account of non-test evaluation as a form of authentic assessment in Arabic language learning. Keyword: Authentic Assesment, Arabic Learning, Evaluation Model, Non-Test Evaluation, Student Competence.
Enhancing Arabic Speaking and Writing Skills through Project-Based Learning: Peningkatan Keterampilan Berbicara dan Menulis Bahasa Arab melalui Pembelajaran Berbasis Proyek Nila Sari Syafitri; Masturi; Muhammad Hayyis Taqiyuddin; Hisbullah Huda; Moh Al Fayyadh
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 12 No. 1 (2026)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2026.0121-09

Abstract

This study aims to examine the effectiveness of Project-Based Learning (PjBL) in enhancing students’ motivation to learn as well as their speaking and writing skills in Arabic. The study employed a quantitative approach with a quasi-experimental design involving 30 participants from Madrasah Aliyah Mambaus Shalihin Gresik, who were divided into experimental and control groups. Data were collected through a learning motivation questionnaire using a Likert scale, as well as through pre- and post-tests to measure speaking and writing skills. The findings indicate that both groups possessed comparable baseline skills. However, following the implementation of the PjBL model, the experimental group demonstrated greater improvement in learning motivation than the control group, with an average score of 82.13%, considered high. Additionally, the experimental group demonstrated superiority in speaking and writing skills, as indicated by final test results and gain scores. Although this model proved effective in creating a dynamic, collaborative, and authentic learning process, there were several challenges in its implementation, including the need for more time, greater teacher attention, and differences in students' participation levels. In practice, these challenges can be addressed by implementing smaller projects, providing clear guidelines, and conducting regular group monitoring, so that teachers at madrasahs can effectively implement PjBL despite limitations in time and supervision. For this reason, the PjBL model is recommended as an innovative approach to improving productive Arabic language skills at madrasahs. Keywords: Learning Motivation, Project-Based Learning, Speaking Skills, Writing Skills
Co-Authors Dewi Nur Masitho Hasanah Dwi Yusuf Huda, Hisbullah Luqi Fauziyah M Baihaqi Masturi Moh Al Fayyadh Muhammad Hayyis Taqiyuddin