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ABSTRACT

Abdulloh, Muhammad Nur Wahid. 2016.

Development of the Writing Skills

Assessment Authentic Arabic in Curriculum 2013.

Thesis. Arabic Language Study Program. Postgraduate program

State Islamic University Sunan Ampel Surabaya. Preceptor

Dr. H. Nasaruddin, M.Ed.

Keywords: instrument development, authentic assessment

The evaluation will answer questions about the quality of the achievement of

results; whether good, satisfactory and adequate. In the study, an evaluation tool serves

to measure the level of progress that has been achieved by learners after they go through

the learning process in a given time period. In addition, the strategic assessment,

complete, precise and continuous in Curriculum 2013 can be realized with a concept of

authentic assessment.

This study aims to clarify the process of development and the quality of the

instrument authentic Arabic writing skills evaluated in the light of the curriculum in

2013, which includes the area of knowledge and skills. The location of this research in

the public high school "MAN" Model Bangkalan. And it is adapted to the model used in

the research and development of this instrument of the model developed by Borg and

Gall.

The development process through the nine steps that are classified in three

phases have been carried out. The first stage is a preliminary study consists of a single

step, which is the collection of information through library and field study. The second

phase is the development of products which consists of six steps, namely planning,

product development at an early design, verification, testing and limited review and the

experiences of a wide-ranging, and time of the audit. The third phase consists of two

steps, a test model (Field Operations) and final review.

The measure the quality of these tools on the basis of sincerity, consistency

and ease of application. The contents include sincerity, construction and language. The

value of the purchase of a full sincerity of the instrument between 3.5-4.5 acquisition

value of consistency in classification between 0.98 to 0.99 percentage acquisition of

evaluating the implementation of the operation between 70 to 90%.

(8)

ABSTRAK

Abdulloh, Muhammad Nur Wahid. 2016.

Pengembangan Instrumen Asesmen

Autentik Keterampilan Menulis Bahasa Arab dalam Kurikulum 2013.

Tesis. Program Studi Pendidikan Bahasa Arab. Program Pascasarjana

Universitas Islam Negeri Sunan Ampel Surabaya. Pembimbing

Dr. H. Nasaruddin, M.Ed.

Kata kunci: pengembangan instrumen, asesmen autentik

Kegiatan evaluasi akan menjawab pertanyaan-pertanyaan tentang

kualitas pencapaian hasil; apakah baik, memuaskan, dan memadai. Dalam

pembelajaran, alat evaluasi berfungsi mengukur tingkat perkembangan yang telah

dicapai oleh peserta didik setelah mereka menempuh proses pembelajaran dalam

jangka waktu tertentu. Selain itu, penialian yang strategis, lengkap, tepat dan

berkesinambungan dalam K.13 ini dapat terwujud dengan suatu konsep penilaian

autentik.

Penelitian ini bertujuan menjelaskan proses pengembangan dan kualitas

instrumen asesmen autentik keterampilan menulis bahasa Arab dalam K.13 yang

meliputi ranah pengetahuan dan keterampilan. Lokasi penelitian ini di MAN

Model Bangkalan. Model yang digunakan dalam penelitian dan pengembangan

instrumen ini adalah adaptasi dari model yng disusun oleh Borg and Gall.

Proses pengembangan ini dilakukan berdasarkan sembilan langkah

yang digolongkan dalam tiga tahap. Tahap pertama adalah atudi pendahuluan

yang terdiri atas satu langkah, yakni pengmpulan informasi melalui studi pustaka

dan studi lapangan. Tahap kedua adalah pengembangan produk yang terdiri atas

enam langkah, yakni perencanaan, pengembangan desain produk awal dan

validasi, uji coba terbatas, revisi, uji coba luas, dan revisi. Tahap ketiga terdiri atas

dua langkah yaitu uji model (operasional lapangan) dn revisi akhir.

Kualitas instrumen ini diukur berdasarkan validitas, relibilitas dan

kepraktisan. Validitas mencakup isi, konstruksi dan bahasa. Perolehan nilai

validitas seluruh instrumen antara 3.5 s/d 4.5 perolehan nilai relibilitas seluruh

penilian antara 0.98 s/d 0.99 prolehan presentase kepraktisan pelaksanaan

penilaian antara 70 s/d 90%.

(9)

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ii

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(13)

1

.

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1

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2

.

1

Moh. Matsna, dkk.Pengembangan Evaluasi dan Tes Bahasa Arab. (Tangerang: Alkitabah, 2012), 3

2

(14)

3

.

4

.

5

.

3

Payne.Assessment of Learning; Cognitif and Affective.(DC. Healt and Co. Lexington, 1974), 75.

4

Suyoto, dkk.Evaluasi Pengajaran Bahasa. (Jakarta; Depdikbud, 1998), 3

5

(15)

3

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(16)

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2013

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7

Nila Maulana,Pengembangan Instrumen Penilaian Pembelajaran Membaca Kelas

VII SMP, (Tesis—Universitas Negeri Malang, 2012), 48.

8

Estina Ekawati,Pengembangan Instrumen Penilaian Pembelajaran Matematika

SD/SMP, (Jakarta: Kementerian Pendidikan Nasional, Badan Pengembangan Sumber Daya Manusia Pendidikan dan Penjaminan Mutu Pendidikan, 2011), 38.

9

(25)

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10

Muhammad Luqman Khakim, Pengembangan Authentic Assessment Pada

(26)

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(27)

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Nyoman Dantes,Hakikat Asesmen Otentik Sebagai Penilaian Proses dan Produk

Dalam Pembelajaran yang Berbasis Kompetensi. Makalah disampaikan pada In House Training SMA N 1 Kuta Utara. tanggal 22 Mei 2008, 2. Popham, W.J. Classroom Assessment, What Teachers Need to Know. (Boston: Allyn and Bacon. 1995).

2

(28)

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. : ) .

2011 .( 90 .

3

Salvia, J. & Ysseldyke, J.E.Assessment. 6thEdition. (Boston: Houghton Mifflin Company. 1996).

4

Nitko A.J.Educational Assessment of Students, 2ndEd. (Columbus Ohio: Prentice Hall. 1996).

, (Jakart: KEMENAG RI, 2015), 59.

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(29)

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Nyoman Dantes, 4.

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Rolheiser, C. & Ross, J. A.Student Self-Evaluation: What Research Says and What Practice Shows. (2005).

13

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Ratumanan, Tanwey Gerson, dkk.Penilaian Hasil Belajar Pada Tingkat Satuan Pendidikan. Edisi 2. (Surabaya: UNESA Press, 2011), 91. Heri Sucipto.Pengembangan Instrumen Penilaian Autentik Teks Negosisasi Mata Pelajaran Bahas Indonesia Kelas X

Semester Genap SMK. (Surabaya: UNESA, 2015)

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