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All Journal Shaut Al-'Arabiyah Jurnal Pendidikan Profesi Guru
Rambe, Rika Putri
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Education Languange, Linguistic, Communication & Media

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Pengembangan Model Asesmen Kinerja Menyimak (Istima') Bahasa Arab Berbasis Teks Fungsional Kelas X SMA Babul Magfirah Afriati, Intan; Rambe, Rika Putri; Izzah, Nurul; Amanda, Raisa
Shaut al Arabiyyah Vol 14 No 1 (2026): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v14i1.64293

Abstract

Penelitian ini bertujuan untuk mengembangkan model asesmen kinerja menyimak (istimā’) berbasis teks fungsional dalam pembelajaran Bahasa Arab di Madrasah Aliyah. Penelitian menggunakan metode Research and Development (R&D) dengan mengadaptasi model pengembangan ADDIE yang meliputi lima tahap, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Produk yang dikembangkan berupa instrumen asesmen menyimak berbasis teks fungsional bertema al-taḥiyyāt wa al-ta‘āruf dalam bentuk tes audio dan lembar penilaian kinerja. Uji coba terbatas dilakukan terhadap sepuluh siswa kelas X SMA Babul Maghfirah untuk menilai keefektifan instrumen. Hasil analisis data menunjukkan nilai rata-rata (mean) sebesar 72, median 75, modus 80, dan standar deviasi 9,8 dengan tingkat ketuntasan belajar mencapai 80%. Hasil tersebut menunjukkan bahwa asesmen kinerja yang dikembangkan efektif dan layak digunakan untuk mengukur keterampilan menyimak siswa secara autentik dan komunikatif. Dengan demikian, asesmen ini dapat menjadi alternatif instrumen evaluasi dalam pembelajaran Bahasa Arab yang menekankan kemampuan pemahaman makna dan konteks komunikasi sehari-hari.
The Influence of the Contextual Teaching and Learning Approach on Elementary School Students' Conceptual Understanding Ability in Mathematics Learning Rambe, Rika Putri
Jurnal Pendidikan Profesi Guru Vol. 4 No. 1 (2026): FEBRUARY 2026
Publisher : Program Studi Pendidikan Profesi Guru Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppg.v4i1.10008

Abstract

This study aims to analyze the effect of the Contextual Teaching and Learning (CTL) approach on elementary school students' mathematical conceptual understanding. The problem of low conceptual understanding remains a challenge in mathematics learning, especially when students are unable to connect the material to real contexts. This study used a quasi-experimental method with a pretest-posttest control group design. The research subjects were 56 fifth-grade students who were divided into an experimental group that received CTL learning and a control group that followed conventional learning. The instruments used were a conceptual understanding test based on conceptual understanding indicators and an observation sheet for the implementation of learning. The results showed that there was a significant increase in the conceptual understanding ability of students who learned using the CTL approach. The average posttest score of the experimental group reached 82.4 compared to the control group of 71.6, with a gain score of 0.61 for the experimental group and 0.42 for the control group. These data indicate that CTL learning is more effective in promoting conceptual understanding through activities that connect material to real experiences. The implications of this study indicate that teachers need to integrate authentic contexts in mathematics learning to strengthen students' conceptual construction meaningfully.
Co-Authors Amanda, Raisa Intan Afriati IZZAH, NURUL