Jurnal Pendidikan Agama Islam

ISSN:
Vol. , No. ,
Doi:

Technical Analysis and Forms of Assessment for Class X Arabic

Textbooks Published by the Ministry of Religion 2020

Nurmala Fitria1, Khozinah Munawwarah2

1,2
Sunan Kalijaga State Islamic University, Yogyakarta

ABSTRACT
Purpose – This research aims to describe knowledge assessment
techniques, skills assessment techniques and forms of assessing ARTICLE HISTORY
knowledge aspects in Class X Arabic textbooks published by the Received:
Ministry of Religion 2020. Accepted:
Design/methods/approach - This research is library research, a
research carried out using library literature. The data used in this
paper is in the form of sentences, phrases and discourse containing KEYWORDS
the assessments contained in the book. The data source for this Textbook, Assessment
research is the Class X Arabic language book published by the Techniques, Arabic.
Ministry of Religion 2020.
Findings – The results of this research include knowledge assessment
techniques, skills assessment techniques and forms of assessment of
knowledge aspects contained in the book. Knowledge assessment
techniques include written, oral, and assignment techniques found in
this book. Skills assessment techniques that include practices,
products, projects and portfolios. However, not all skills assessment
techniques are found in this book. Forms of knowledge assessment
include multiple choice, true or false, matching, descriptions,
questions and answers, individual assignments, group assignments
which can also be found in full in the Class X Arabic textbook
published by the Ministry of Religion 2020.
Research implications/limitations – Collecting information on
student achievement of learning outcomes requires assessment
techniques and instruments that are appropriate to the
characteristics of each assessment. Assessment techniques in a
textbook are included. Good assessment techniques will be able to
improve students' abilities in the learning process.
Originality/value – Much research has been carried out on the theme
of assessment techniques. However, more specifically, not much
research has been done regarding assessment techniques in
textbooks. Especially in Arabic textbooks. In general, research
related to assessment techniques is about how assessments are
carried out to improve students' abilities. However, what is no less
important is whether the assessment techniques in textbooks are in
accordance with existing standards so that they can be optimally
used to assess students' abilities.
Introduction
Arabic is one of the important subjects that is taught at various levels of education in
Indonesia. As a subject, of course Arabic has a reference book that is used in learning,
which is called a textbook. Textbooks are an important learning resource and tool. A
textbook usually contains learning material that is used to help students achieve
predetermined learning goals (Siti Rochmiyati, 2018). In Government regulation no. 32 of
201 Article 1 Paragraph 23 states that textbooks are the main source of learning to achieve
Basic Competencies and Core Competencies(Giani, 2015).
The introduction should outline the aims of your paper and describe why the topic is
important and what it contributes to the body of knowledge. You should also provide
background to the research project, highlight the structure of the paper, and explain
what made you decide to research this topic/write the article. Provide broad definitions
and discussions of the topic and incorporate views of others (literature review) into the
discussion to support, refute, or demonstrate your position on the topic. Please highlight
controversial and diverging hypotheses when necessary. Finally, we briefly mention the
main aim of the work and highlight the principal conclusions. As far as possible, please
keep the introduction comprehensible to scientists outside your particular field of
research.
There is several research related to textbooks, including research by Siti Rochmiyati
and Desy Rufaidah entitled "Research on Techniques and Forms of Assessment in Indonesian
Middle School Student Textbooks Curriculum 2013". This research aims to describe
knowledge aspect assessment techniques, skills assessment techniques and knowledge
assessment techniques in the 2013 Indonesian Middle School Curriculum book. The results of
this research found, first, the knowledge assessment techniques in the book include written,
oral and assignment techniques. Second, skills assessment techniques include practices,
products, projects and portfolios. The forms of assessment in the book include multiple
choice, true/false, matching, description, etc. However, not all techniques and forms of
assessment are included in the book (Siti Rochmiyati, 2018).
Second, research by Anita Hidayah and Siti Rochmiyati entitled "Technical Studies
and Assessment Forms of Knowledge and Skills Aspects in Class VII Indonesian Language
Student Textbooks, 2013 Curriculum". This research aims to describe techniques for
assessing knowledge aspects, techniques for assessing aspects of skills and forms of assessing
aspects of knowledge contained in Indonesian language student textbooks for Class VII
Curriculum 2013. The results of this research show that both techniques for assessing aspects
of knowledge and skills and forms of assessing aspects of knowledge not yet included in its
entirety in the Indonesian language student textbook for Class VII Curriculum 2013 (Hidayah
& Rochmiyati, 2019).
Third, research by A. Sahrul Asri entitled "Review of Teacher and Student Handbooks
for Class VII Indonesian Language Subjects Based on the 2013 Curriculum". This research is
a qualitative descriptive study which aims to describe the quality of the textbook for teachers
and students in Indonesian: Wahana Ilmu class VII. The results of this research show that the
quality of teacher and student textbooks is in the adequate category. This is because in this
book there are several components/subcomponents that do not meet the standards as set by
BNSP (Asri, 2017).
Thus we can understand that textbooks are a very important component in the learning
process. Textbooks that contain complete assessment components will be very helpful in
improving the quality of learning. Assessments in Arabic textbooks should be able to assess
students' ability to learn Arabic correctly. Therefore, it is necessary to study the assessments
contained in Arabic textbooks. In this case, the Arabic language textbook used is the Class X
Arabic language textbook published by the Ministry of Religion in 2020.

Methods
This section describes how the research was conducted. The primary materials of this
section are (1) research design; (2) population and sample (target of research); (3) data
collection techniques and instrument development; (4) and data analysis techniques. For
research using tools and materials, it is necessary to write down the specifications of the
tools and materials. The tool specifications describe the sophistication of the tools used,
while the material specifications describe the types of materials used. Qualitative
research such as classroom action research, ethnography, phenomenology, case studies,
and others, it is necessary to add the presence of researchers, research subjects,
informants who helped during the research and ways to explore research data, location
and duration of research as well as descriptions of checking the validity of research
results. The data collection technique in this research uses documentation techniques,
namely techniques for collecting data and information in the form of written documents
such as books, journals, theses, etc. related to research. The data analysis technique in
this research is in the form of a systematic study to identify the content of the material
and process it using notes or documents as data sources. In this way, information and
understanding will be obtained regarding the various contents of the messages conveyed
in an inclusive, objective and systematic manner. According to Miles, Huberman and
Saldana, qualitative data analysis is analyzing data in the form of words, not a series of
numbers. The data may have been collected in various ways such as involved observation
etc. Next, the data is processed either through recording, noting, typing using words
which are usually arranged into expanded text (Hardani & Dkk, 2020). The stages in data
analysis are data collection, data condensation, data presentation and data/conclusion
verification (Miles et al., 2014).

Result
1. Knowledge Aspect Assessment Techniques
The following are several techniques for assessing aspects of knowledge with several
examples contained in the Arabic Madrasah Aliyah Class X textbook published by the
Ministry of Religion 2020.

1.1. Writing technique

PAGE KNOWLEDGE ASPECTS ASSESSMENT TECHNIQUES .NO
(WRITING TECHNIQUES)
5 .1
‫ أو‬،‫ واكتب (ص) إن كانت العبارةصحييحة‬,‫اقرأ العبارات األتية‬

‫ مث صحيح اخلطأ‬،‫(خ) إن كانت العبارة خاطئة‬

 11
.‫امالء الفراغ ىف العبارات األتية باألمساء املناسبة‬ .2

12
‫إمالء الفراغ العبارات األتية باألفعال املناسبة‬ .3

12
‫إمالء الفراغ العبارات األتية باحلروف املناسبة‬ .4

15
‫ إبتداء من الكلمة امللونة‬.‫رتب الكلمات لتصبح مجال مفيدة‬ .5

15
‫عرف بنفسك أنت بإمالء اإلستمارة األتية‬ .6

15
‫ضع الكلمات األتية يف مجل مفيدة‬ .7

15
"‫أكتب نصا وصفيا عن "البيانات الشخصية‬ .8

Some of the quotes above instruct students' answers to be expressed in written

form. (1) ask students to read the text then answer whether a text is true or false by
writing the letter ‫ ص‬if it is correct and the letter ‫ خ‬if it is wrong, then write the correct
sentence. (2,3, and 4) ask students to fill in the blank columns in the form of writing by
determining the form of ism, fi'il and letters that already exist in a sentence. (5) ask
students to arrange and rewrite random words into a suitable sentence. (6) ask students
to write their identity according to the requested information. (7) ask students to write
perfect or mufidah sentences by inserting the specified words. (8) ask students to write a
text about "‫"البيانات الشخصية‬

1.2 Oral technique

HALAMAN TEKNIK PENILAIAN ASPEK PENGETAHUAN .NO
(TEKNIK LISAN)
13 .1
!‫انظر واذكر األرقام اآلتية‬
14
‫إمالء الف راغ يف الص ندوق باجلانب األمين مث تب ادل األس ئلة و‬ .2

‫األجوبة مع زميلك‬
14
.‫تبادل األسئلة وألجوبة مع زميلك كما يف املثال‬ .3

14
‫تب ادل األس ئلة و األجوب ة م ع زميل ك عن "التع ارف و التعري ف‬ .4
 "‫بالنفس‬
14
"‫تكلم أمام أصدقائك عن "البيانات الشخصية‬ .5

Some of the quotes above instruct students' answers to be expressed in oral form. (1)
ask students to verbally state the numbers that have been written. (2,3, and 4) ask
students to interact with their friends according to the instructions that have been
instructed. (5) asking students to appear to speak in front of the class with the theme "
‫"البيانات الشخصية‬.

1.3 Assignment technique

HALAMAN TEKNIK PENILAIAN ASPEK PENGETAHUAN .NO
(TEKNIK PENUGASAN)
4 .1
‫إستماع إىل املفردات و افهمها‬
4
‫إستماع إىل األساليب أو التعبريات و افهمها‬ .2

4
‫إستماع إىل احلوار مث أجب عن األسئلة األتية‬ .3

6
‫أجب عن األسئلة األتية وفقا للناص السابق‬ .4

6
‫انظر و اقرأ و افهم‬ .5

9
‫ادرس و الحظ و افهمها‬ .6

11
‫عني أقسام الكلمات يف التعبريات األتية‬ .7

13
‫الحظ املثال التايل‬ .8

Some of the quotes above instruct students which are realized in the form of
assignments. (1, 2, and 3) assign students to listen to information in sound form and then
it is hoped that by listening they will be able to answer questions about what they have
heard. (4) students are assigned to answer several questions according to the reading
provided. (5) students are presented with a piece of writing about a person's personal
data and then assigned to understand the text. (6) students are given the task of
understanding the explanation of the differences between isim, fi'il and letters. (7) assign
students to classify isim, fi'il, and letters according to the sentences provided. (8)
students are given the task of observing examples of ‫النص الوصفي‬.

2. Skill Aspect Assessment Technique

The following are several skills aspect assessment techniques with examples found in
the Arabic Madrasah Aliyah Class X book published by the Ministry of Religion 2020.
 2.1 Practice Techniques
HALAMAN TEKNIK PENILAIAN ASPEK KETERAMPILAN .NO
(TEKNIK PRAKTIK)
4 .1
‫إستماع إىل املفردات و افهمها‬
4
‫إستماع إىل األساليب أو التعبريات و افهمها‬ .2

4
‫إستماع إىل احلوار مث أجب عن األسئلة األتية‬ .3

6 .4
‫ أو‬،‫ واكتب (ص) إن كانت العبارةصحييحة‬,‫اقرأ العبارات األتية‬

‫ مث صحيح اخلطأ‬،‫(خ) إن كانت العبارة خاطئة‬

14
‫إمالء الف راغ يف الص ندوق باجلانب األمين مث تب ادل األس ئلة و‬ .5

‫األجوبة مع زميلك‬
14
.‫تبادل األسئلة وألجوبة مع زميلك كما يف املثال‬ .6

14
‫تب ادل األس ئلة و األجوب ة م ع زميل ك عن "التع ارف و التعري ف‬ .7

"‫بالنفس‬
14
"‫تكلم أمام أصدقائك عن "البيانات الشخصية‬ .8

15
‫عرف بنفسك أنت بإمالء اإلستمارة األيت‬ .9

15
‫ضع الكلمات األتية يف مجل مفيدة‬ .10

15
"‫أكتب نصا وصفيا عن "البيانات الشخصية‬ .11

In the quote above, students are asked to practice several language skills. In the
listening skills excerpt number (1,2,3) students are asked to pay attention to several
muphrodats, language styles and conversations. In quote number (4) students are asked
to practice reading and writing skills. In quote numbers (5,6,7,8,9) students are asked to
practice speaking skills both individually and with friends. In quotation numbers (10 and
11) students are asked to practice writing skills with a predetermined theme.

2.2 Product Techniques

HALAMAN TEKNIK PENILAIAN ASPEK KETERAMPILAN .NO
(TEKNIK PRODUK)
15 .1
"‫أكتب نصا وصفيا عن "البيانات الشخصية‬
 28
"‫أكتب نصا وصفيا عن "األسرة‬ .2

41
"‫أكتب نصا وصفيا عن "املدرسة‬ .3

The quote above contains a command that asks students to apply their
knowledge. Students are asked to produce a piece of writing that they compose
according to a predetermined theme.

2.3 Project Techniques

In the Arabic language textbook for class XI published by the Ministry of Religion
in 2020 there is no project assessment.

2.4 Portfolio Techniques

In the Arabic language textbook for class XI published by the Ministry of Religion
in 2020 there is no portfolio assessment.

3. Form of Assessment of Knowledge Aspects

3.1 Multiple Choice

There is an assessment of the knowledge aspect in multiple choice form in the
Arabic Madrasah Aliyah Class X book published by the Ministry of Religion 2020 namely on
page 43 ‫األول‬ ‫اختبار الفصل الدراسي‬, namely page 84 ‫اختبار الفصل الدراسي الثاين‬.
3.2 True False

‫ مث‬.‫إقرأ العبارات األتية و اكتب (ص) إن كانت العبارة صحيحة أو (خ) إن كانت العبارة خاطئة‬
‫صحح اخلطأ‬
The quote above is a command that asks students to choose the right or wrong
answer with the symbol (‫ )ص‬for the correct answer and the symbol (‫ )خ‬for the wrong
answer.

3.3 Form of Matchmaking

HALAMAN BENTUK PENILAIAN ASPEK PENGETAHUAN .NO
(BENTUK MENJODOHKAN)
11 .1
‫إمالء الفراغ العبارات األتية باألمساء املناسبة‬
12
‫إمالء الفراغ العبارات األتية باألفعال املناسبة‬ .2

13
‫إمالء الفراغ العبارات األتية باحلروف املناسبة‬ .3

The quote above requires students to complete the matched gap with an answer
table in the form of isim, fi'il and letters so that it becomes a perfect sentence.
 3.4 Filling form
HALAMAN BENTUK PENILAIAN ASPEK PENGETAHUAN .NO
(BENTUK ISIAN)
8
‫إقرأ العبارات األتية و اكتب (ص) إن كانت العبارة صحيحة أو‬ .1

‫ مث صحح اخلطأ‬.‫(خ) إن كانت العبارة خاطئة‬

11
‫أجب عن األسئلة األتية وفقا للناص السابق‬ .2

11
‫عني أقسام الكلمات يف التعبريات األتية‬ .3

15
‫عرف بنفسك أنت بإمالء اإلستمارة األيت‬ .4

15
‫ضع الكلمات األتية يف مجل مفيدة‬ .5

In quote number (1) students are asked to fill in the symbols (‫ )ص‬and (‫ )خ‬to
indicate whether an answer is true or false. In the quotation numbers (2,3,4 and 5) above,
students are asked to complete the missing parts of a text so that it becomes a coherent
text.

3.5 Form of Matchmaking

HALAMAN BENTUK PENILAIAN ASPEK PENGETAHUAN .NO
(BENTUK URAIAN)
15
"‫أكتب نصا وصفيا عن "البيانات الشخصية‬ .1

28
"‫أكتب نصا وصفيا عن "األسرة‬ .2

The quote above requires students to describe a predetermined theme using their
own language.

3.6 Form of Matchmaking

HALAMAN BENTUK PENILAIAN ASPEK PENGETAHUAN .NO
(BENTUK TANYA JAWAB)
14 .1
‫إمالء الف راغ يف الص ندوق باجلانب األمين مث تب ادل األس ئلة و‬

‫األجوبة مع زميلك‬
14
.‫تبادل األسئلة وألجوبة مع زميلك كما يف املثال‬ .2

14
‫تب ادل األس ئلة و األجوب ة م ع زميل ك عن "التع ارف و التعري ف‬ .3

"‫بالنفس‬
 In the quote above, students are asked to do a question and answer session with
their friends on the theme that has been presented.

3.7 Individual Assignment Form

HALAMAN BENTUK PENILAIAN ASPEK PENGETAHUAN .NO
(BENTUK PENUGASAN INDIVIDU)
14 .1
"‫تكلم أمام أصدقائك عن "البيانات الشخصية‬
15
"‫أكتب نصا وصفيا عن "البيانات الشخصية‬ .2

The quote above asks students to work individually in class with assignments in
the form of speaking and writing on a certain theme in their own language.

3.8 Forms of Group Mastery

HALAMAN BENTUK PENILAIAN ASPEK PENGETAHUAN .NO

(BENTUK PENUGASAN KELOMPOK)
14 .1
‫إمالء الف راغ يف الص ندوق باجلانب األمين مث تب ادل األس ئلة و‬

‫األجوبة مع زميلك‬
14
.‫تبادل األسئلة وألجوبة مع زميلك كما يف املثال‬ .2

14
‫تب ادل األس ئلة و األجوب ة م ع زميل ك عن "التع ارف و التعري ف‬ .3

"‫بالنفس‬
In the quote above, students are asked to carry out a conversation task with a
friend of their choice according to the theme that has been presented.

Discussion
A. Evaluation
Assessment is a process for measuring the results of children's learning activities.
Assessment is a process of collecting and processing information to measure student
achievement of learning outcomes (Latip, 2020). In more detail, assessment is explained
as a process or activity carried out to measure and assess several students' abilities in
learning such as knowledge, attitudes and skills in order to make the right decisions
regarding students' abilities (Elis Ratna Wulan dan Rusdiana, 2014).
According to Minister of Education and Culture Regulation no. 23 of 2016
assessment is a process of collecting and processing information to measure the
achievement of student learning outcomes. This process is carried out through various
assessment techniques, using various instruments and coming from various more
comprehensive sources (Setiawati, 2020).
1. Assessment Function
In general, assessments are carried out to determine students' achievement of
learning outcomes. In reality, assessment is often positioned as if it is separate from the
learning process because it is only carried out to measure learning outcomes. Assessment
should be carried out using the following three approaches (Setiawati, 2020):
a. Assessment of learning.
This assessment is an assessment carried out after students have
completed the learning process, such as at the end of the year or at the end of a
certain level of education (Latip, 2020).
b. Assessment for learning
This assessment functions to identify difficulties that students may face and
then find the right strategies to help students understand more easily and make
learning more effective (Latip, 2020).
c. Assessment as learning
This assessment is an assessment that emphasizes student involvement in
actively thinking in the learning process so that the results can develop into
independent learning (Latip, 2020).
2. Valuation Principles
When carrying out an assessment you should pay attention to the following
principles(Enah Suminah dkk, 2015):
a. Valid, meaning it is based on data that reflects the ability being measured.
b. Integrated, meaning that assessment by educators is an inseparable
component of learning activities.
c. Objective, meaning it is based on clear procedures and criteria and is not
influenced by the assessor's subjectivity.
d. Accountable, meaning that the assessment can be justified.
e. Transparent, meaning that all procedures carried out can be known by
interested parties.
f. Systematic, meaning that the assessment is carried out in a planned and
gradual manner by following standard steps.
g. Comprehensive, meaning that the assessment by educators covers all aspects
of competency using various appropriate assessment techniques, to monitor
the development of students' abilities.
h. Fair, meaning that the assessment does not benefit or harm students because
of special needs and differences in background.
3. Assessment Instrument
An instrument is also called something that is used to make it easier for someone
to carry out tasks to achieve goals effectively and efficiently or is also called a tool
(Andrean Sandi Wicaksono, 2018). Various assessment instruments:
a. Standard ability test (psychometric test). This test is usually designed to be
part of the curriculum, that is, it is carried out to measure long-term and long-
term learning outcomes such as measuring student knowledge.
b. Standard achievement test (achievement test). This test is carried out to
measure what students know and can be used by students to assess
knowledge and skills in certain fields.
 c. A diagnostic test. This test is a continuation of the Standard achievement test.
This test is a test designed to provide specific information about student
needs in several aspects of learning.
In selecting instruments, schools must only use assessment instruments that are
appropriate and have clear and definite objectives. Assessment results should not be
considered definitive and in selecting instruments must consider student needs and other
contextual information.
4. Assessment Techniques
Assessment techniques are a method or method of assessment that can be used
by teachers to obtain information about students' learning conditions and achievements
(Andrean Sandi Wicaksono, 2018). Assessment techniques are needed to obtain valid
information from an assessment. In general, assessment techniques are divided into two,
namely tests and non-tests (Munip, 2017). However, in general, teachers use more testing
techniques because they are considered a measuring tool with a more guaranteed level
of evaluation objectivity. The following are several assessment techniques that can be
used:
a. Test techniques, including: written tests, oral tests, and action tests.
b. Non-test techniques, including: observation, interviews, and questionnaires,
checklists.
It should be noted that the use of techniques and instruments in assessment
should be adjusted to the objectives of the assessment, the time available, the nature of
the tasks to be carried out and the amount of learning material that has been presented.
The results and discussion in this research include: (1) techniques for assessing
knowledge aspects, (2) techniques for assessing skills aspects, (3) forms of assessing
knowledge aspects in class XI Arabic textbooks published by the Ministry of Religion in
2020.

Conclusion
In the 2020 Ministry of Religion MA class X Arabic language textbook, there are
techniques for assessing knowledge aspects which include written, oral and assignment
techniques. Proven by the command that asks students to write the letter ‫ ص‬if it is
correct and the letter ‫ خ‬if it is wrong, then write the correct sentence using the writing
technique. Ask students to name the numbers that have been written in the oral aspect.
Assign students to listen to information in sound form and it is hoped that by listening
they will be able to answer questions regarding what they have heard in the assignment
aspect. In the 2020 Ministry of Religion MA class X Arabic language textbook, there is a
skill aspect assessment technique which includes practices and products. This is proven
by asking students to practice several language skills, one of which is practicing speaking
skills both individually and with friends in the practical aspect. Ask students to apply their
knowledge. Students are asked to produce a piece of writing that they compose
according to a predetermined theme in the product aspect. However, not all skill aspect
assessment techniques are found in this book, such as projects and portfolios. Next in the
MA Arabic language textbook for class X Ministry of Religion 2020 there are forms of
assessing aspects of knowledge in the form of multiple choice, fill-in-the-blank, true-false,
matching, description, question and answer, individual assignment and group
assignment.

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