<![CDATA[Evaluation of Arabic language learning outcomes is commonly conducted using achievement standards; however, this approach does not always describe the distribution of students’ abilities within a learning group. This study aims to analyze Arabic learning outcomes based on the Minimum Mastery Criteria (KKM) and to identify students’ ability distribution through Norm-Referenced Scoring (PAN). This research employed a quantitative approach with a descriptive evaluative design. The data consisted of Arabic final semester assessment scores of eighth-grade students at MTs Mambaus Sholihin, which were analyzed using descriptive statistics. The results indicate mean score 62.73 with a standard deviation of 18.81. It can be concluded that students’ achievement based on KKM shows that some learners have reached the expected competency standard, while others require further instructional support. Furthermore, PAN analysis reveals variations in students’ abilities, with the majority of students positioned in the medium category. These findings indicate that KKM provides information regarding competency achievement, whereas PAN offers a broader interpretation of students’ relative positions within the learning group. The integration of both approaches provides a more comprehensive evaluation framework for Arabic language learning. This study contributes to the development of data-based evaluation practices for determining remedial and enrichment programs.]]>
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