The Implementation of Authentic Assessment in Arabic Language Learning

Authors

  • Siti Alfiatul Jannah UIN Kyai Hji Achmad Siddiq Jember
  • Faisol Nasar Bin Madi UIN Kyai Akhmad Siddiq Jember
  • Abdur Rosyid UIN Kyai Akhmad Siddiq Jember
  • Ahmad Muhamad Universiti Islam Antarabangsa Malaysia

DOI:

https://doi.org/10.18592/jams.v11i1.11381

Keywords:

Implementation, Authentic Assessment, Arabic Lnguage Learning

Abstract

This study was conducted to investigate the implementation of Authentic Assessment in Arabic and the obstacles experienced by teachers. This study used a descriptive qualitative approach. The data collection techniques were observation, interviews and documentation. The technique used is the analyzing the data was the Miles and Huberman model, namely data collection, data reduction, data presentation, and conclusions. The result of this study showed that there where three aspects of student assessment, namely the cognitive realm which includes oral, written, and assignment-based evaluations with oral; the affective realm which assesses student attendance through a liaison attendance system and evaluates student attitudes; the psychomotor realm which involves practical assessment by making calligraphy in groups. The obstacles faced were the absence of a language lab, limited time, and uneven student backgrounds. The benefits of this authentic assessment are that everything students do is valuable and gets points. Students can express ideas. Students are passionate about learning Arabic. Students can know and interpret their own scores according to their behavior and activeness in class.

References

Arifanto, Muhammad Lukman, Irhamni, Moh. Amin, Nurul Fitria, Ahsanuddin, and Khoirin Nikmah. “Evaluasi Pembelajaran Dan Pengembangan Tes Interaktif Bahasa Arab.” edited by Muhammad Lukman Arifianto, Nurul Fitria, dan Lailana Aulia Rahmah, Pertama., 96. Yogyakarta: Tonngak Media, 2013.

Asrul, Asrul, Rusydi Ananda, dan Rosinta. Evaluasi Pembajalaran (Ciptapustaka Media, 2014).

Haryanto, Haryanto. Evaluasi Pembelajaran (Konsep dan Manajemen). UNY Press, 2020.

Jauhari, Muslehuddin, Moh Rofiki, dan Yudik Al Farisi. “Authentic Assessment dalam Sistem Evaluasi Pengembangan Kurikulum 2013.” Jurnal Pedagogik 04, no. 01 (2017): https://doi.org/10.33650/pjp.v4i1.908.

Munip, Abdul. Penilaian Pembelajaran Bahasa Arab. Cet. 1 (Yogyakarta: UIN Sunan Kalijaga Yogyakarta, 2017).

Nurman, Muhammad. “Implementasi Authentic Assessment dalam Pembelajaran Bahasa Arab pada Madrasah Aliyah Swasta di Kecamatan Selong Kabupaten Lombok Timur (Studi Kasus di MA Mu’alimin NW Pancor).” El-Tsaqafah: Jurnal Jurusan PBA 16, no. 2 (2017): 140–156.

Sugiono. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta, 2019.

Soebarna, Akhmad, Silvy Juditya, Gugun Gunawan. “Penilaian Autentik (Authentic Assesment) dalam Pembelajaran Penjas.” Jurnal Penjakora 4, no. 1 (2013): 103–116. https://doi.org/10.23887/penjakora.v4i1.11757.

Supardi. Penilaian Autentik. Cet. 1 (Jakarta: Raja Grafindo, 2015).

Triyono, Triyono, dan Novan Ardy Wiyani. “Analisis SWOT pada Pembelajaran Tematik.” Jurnal Ilmu Sosial dan Pendidikan 6, no. 2 (2022). http://dx.doi.org/10.58258/jisip.v6i2.2976.

Umami, F R. “Implementasi Penilaian Autentik Pada Pembelajaran Bahasa Arab Di Man 2 Banyumas,” 2019. http://repository.iainpurwokerto.ac.id/id/eprint/6310%0Ahttp://repository.iainpurwokerto.ac.id/6310/1/COVER_BAB I_BAB V_DAFTAR PUSTAK.pdf.

Utami, Ima Wahyu Putri, Muhardjito Muhardjito, dan Dedi Kuswandi. “Pengembangan Asesmen Autentik Pembelajaran Tematik Di Sekolah Dasar.” Belantika Pendidikan 3, no. 1 (2020): 9–15. https://doi.org/10.47213/bp.v3i1.80.

Wahyuni, Nur, Mimin Ninawati, dan Sri Lestari Handayani “Pelatihan Pembelajaran Tematik Terpadu dan Penilaian Autentik Kompetensi Abad 21 bagi Guru SDN Srengseng Sawah 12 Pagi.” Jurnal Pengabdian Pada Masyarakat 6, no. 1 (2021): 178–187. https://doi.org/10.30653/002.202161.493.

Downloads

Published

2024-06-22

Issue

Section

Articles