ANALISIS URGENSI DAN IMPLEMENTASI EVALUASI PEMBELAJARAN BAHASA ARAB: TINJAUAN KONSEPTUAL SERTA PRAKTIK PADA EMPAT KEMAHIRAN BERBAHASA
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Evaluasi merupakan komponen penting dalam sistem pembelajaran yang berfungsi mengukur ketercapaian tujuan pendidikan. Namun, dalam praktik pembelajaran Bahasa Arab di berbagai lembaga pendidikan, evaluasi masih didominasi oleh pengukuran kemampuan hafalan mufradat dan penguasaan kaidah nahwu-sharaf. Artikel ini bertujuan menganalisis kegagalan evaluasi program pembelajaran Bahasa Arab berbasis hafalan melalui studi kasus pada sebuah madrasah aliyah unggulan yang memiliki capaian nilai ujian tinggi, tetapi peserta didiknya belum mampu berkomunikasi aktif menggunakan Bahasa Arab dalam situasi nyata. Penelitian menggunakan pendekatan analitis-kritis berbasis studi literatur dan analisis kasus. Hasil kajian menunjukkan bahwa sistem evaluasi yang berorientasi pada hafalan menyebabkan terjadinya ketidaksesuaian antara tujuan pembelajaran komunikatif dengan instrumen penilaian yang digunakan. Dampak pedagogis yang muncul meliputi rendahnya kompetensi komunikatif, terbatasnya keterampilan berbicara dan menyimak, serta berkembangnya budaya belajar yang berorientasi pada tes. Evaluasi tradisional gagal membangun maharah lughawiyah karena hanya mengukur kompetensi linguistik secara parsial tanpa memperhatikan penggunaan bahasa dalam konteks autentik. Oleh karena itu, diperlukan model evaluasi autentik yang menilai performa nyata peserta didik melalui tugas komunikatif, wawancara, presentasi, diskusi, dan penilaian proyek. Artikel ini juga menawarkan prototipe rubrik penilaian komunikatif untuk maharah kalam dan istima’ sebagai alternatif evaluasi yang lebih sesuai dengan paradigma pembelajaran bahasa modern.
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