Evaluation of the Arabic Language Learning  Implementation and Challenges Faced  in the Foreign Language Intensification Program (PIBA)

Muhammad Firdaus; Syahruddin Usman; Kamaluddin Abunawas; Misykat Malik Ibrahim; Haniah

doi:10.29240/jba.v9i1.12505

Authors

Muhammad Firdaus Universitas Islam Negeri Alauddin Makassar, Indonesia
Syahruddin Usman Universitas Islam Negeri Alauddin Makassar, Indonesia
Kamaluddin Abunawas Universitas Islam Negeri Alauddin Makassar, Indonesia
Misykat Malik Ibrahim Universitas Islam Negeri Alauddin Makassar, Indonesia
Haniah Universitas Islam Negeri Alauddin Makassar, Indonesia

DOI:

https://doi.org/10.29240/jba.v9i1.12505

Keywords:

Arabic Language Learning, PIBA, Program Evaluation, CIPP Model, Educational Technology

Abstract

This study aims to evaluate the implementation of the PIBA program at UIN Alauddin Makassar, with a specific focus on Arabic language instruction. The evaluation covers key components such as instructional procedures, supporting facilities, student engagement, and the challenges encountered throughout the program. Employing a qualitative approach and field research methods, the study involved leaders, instructors, and third-semester PIBA students as participants. The findings showed that Arabic language teaching within the PIBA program employed a range of instructional methods and models. Although lecture and discussion formats facilitated student interaction, the limited use of interactive strategies such as simulations and technology integration reduced active student participation. Moreover, the instructional materials were not sufficiently adapted to address the diverse needs of students, indicating the necessity for more flexible and competency-based modules. Time constraints during classroom sessions also hindered in-depth exploration of the content. Based on these findings, the study recommends innovations in teaching approaches through the integration of technology, the development of adaptive learning resources, and improved time management to enhance program effectiveness. Periodic evaluations are also considered essential for ensuring continuous improvement in Arabic language education at UIN Alauddin Makassar and for positioning it as a relevant instructional model in the digital era.

Downloads

Download data is not yet available.

References

Aflisia, Noza, and Renti Yasmar. “Upaya Meningkatkan Kemampuan Bahasa Arab Dosen Non Pendidikan Bahasa Arab.” Ihayul Arabiyah 2, no. 2 (2018): 157–71. http://jurnal.uinsu.ac.id/index.php/ihya/article/view/3281.

Alharbi, A. A., & Alshammari, M. A. “The Role of Evaluation in Enhancing Educational Programs: A Systematic Review.” International Journal of Educational Management 35, no. 5 (2021): 1023–40. https://doi.org/10.1108/IJEM-09-2020-0375.

Alim, Nur, Syamsuddin Syamsuddin, and Sitti Nurhalimah. “Role Model Pengelolaan Lembaga Pendidikan Islam Berbasis Prestasi Di Madrasah Aliyah.” AL-ISHLAH: Jurnal Pendidikan. STAI Hubbulwathan Duri, 2021. https://doi.org/10.35445/alishlah.v13i3.1081.

Arikunto, Suharsimi. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara, 2016.

Divayana, Dewa Gede Hendra. “Evaluasi Pemanfaatan E-Learning Di Universitas Teknologi Indonesia Menggunakan Model CSE-UCLA.” Jurnal Cakrawala Pendidikan 36, no. 2 (2017): 280–89. https://doi.org/10.21831/cp.v36i2.12853.

Dyah D. Andayani, Riana T. Mangesa. “Pengembangan Model Pembelajaran Berbasis Kompetensi Bidang Kelistrikan Di Sekolah Menengah Kejuruan.” Jurnal Cakrawala Pendidikan 3, no. 3 (2015): 401–11. https://doi.org/10.21831/cp.v3i3.7356.

Harahap, Partomuan. “Perbandingan Pengajaran Keterampilan Berbicara Bahasa Arab Dan Bahasa Inggris Di Sekolah Tinggi Agama Islam Negeri Curup.” Arabiyatuna : Jurnal Bahasa Arab 1, no. 2 (December 29, 2017): 153. https://doi.org/10.29240/jba.v1i2.323.

Hattie, J., & Timperley, H. “The Power of Feedback.” Review of Educational Research 77, no. 1 (2007): 81–112. https://doi.org/10.3102/003465430298487.

Hattie, J. Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge, 2012.

Husein, Sudi Yahya, Roudhotul Jannah Munawaroh, and Firmansyah Firmansyah. “Pembelajaran Kolaboratif Untuk Pengajaran Keterampilan Membaca Bahasa Arab Di Madrasah Aliyah.” Kalimatuna: Journal of Arabic Research 1, no. 1 (2022): 65–80. https://doi.org/10.15408/kjar.v1i1.25301.

Isbah, Faliqul, Rosyid, M. Fairuz, Tamama, Nilna Uswah. “Evaluation Implementation of the Arabic Language Intensification Program (PIBA) in Islamic Higher Education.” Arabiyatuna : Jurnal Bahasa Arab 8, no. 2 (2024): 731–56. https://doi.org/http://dx.doi.org/10.29240/jba.v8i2.11129.

Kantun, S. “Penelitian Evaluatif Sebagai Satu Model Penelitian Dalam Bidang Pendidikan.” Jurnal Pendidikan Ekonomi 37, no. 1 (2016): 15.

Kemendikbud. “Rencana Strategis Kementrian Pendidikan Dan Kebudayaan 2020-2024.” Kementerian Pendidikan Dan Kebudayaan, 2020, 1–129.

Lander, James A., and H. Douglas Brown. “Teaching by Principles: An Interactive Approach to Language Pedagogy.” Language. London: Pearson Education., 2021. https://doi.org/10.2307/415773.

Lee, So young, Jwa Seop Shin, and Seung Hee Lee. “How to Execute Context, Input, Process, and Product Evaluation Model in Medical Health Education.” Journal of Educational Evaluation for Health Professions 16, no. 40 (2019): 1–8. https://doi.org/10.3352/JEEHP.2019.16.40.

Mayer, R. E. Multimedia Learning. Cambridge University Press., 2009.

Muradi, Ahmad. “Tujuan Pembelajaran Bahasa Asing (ARAB) Di Indonesia.” Al-Maqoyis 1, no. 1 (2013): 140–49.

Pransiska, Toni. Pendidikan Bahasa Arab Di Indonesia: Historisitas Dan Realitas. Yogyakarta: Ombak, 2015.

Rafiq, Shahid. “The Impact of Digital Tools and Online Learning Platforms on Higher Education Learning Outcomes.” Al-Mahdi Research Journal (MRJ) 5, no. 4 (2024): 359.

Ridho, Ubaid. “Evaluasi Dalam Pembelajaran Bahasa Arab.” An Nabighoh 20, no. 01 (2018): 19–26.

Salomo Leuwol, Ferdinand, Basiran Basiran, Moh. Solehuddin, Antonius Rino Vanchapo, Dewi Sartipa, and Eny Munisah. “Efektivitas Metode Pembelajaran Berbasis Teknologi Terhadap Peningkatan Motivasi Belajar Siswa Di Sekolah.” EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi 10, no. 3 (2023): 988–99. https://doi.org/10.47668/edusaintek.v10i3.899.

Slavin, R. EDUCATIONAL PSYCHOLOGY Cognitive Theories of Learning Motivating Students to Learn. London: Pearson, 2018.

Stufflebeam, D. L. Evaluation Theory, Models, and Applications. San Francisco: Jossey-Bass, 2017.

Sucita, Alwina, Dinda Lestari, Fopy Angraini, Siska Selpiyanti, and Ahmad Walid. “Evaluasi Pembelajaran Biologi Di Sman 10 Kota Bengkulu Menggunakan Model Countenance Stake.” Jurnal Muara Pendidikan 5, no. 1 (2020): 488–98.

Sugiyono. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif Dan R&D. Bandung: Alfabeta, 2017.

Tomlinson, C. A. Differentiated Classroom: Responding to the Needs of All Learners. USA: ASCD, 2014.

Wahid, F., & Nurhadi, T. “Efektivitas Modul Pembelajaran Berbasis Tingkat Kemampuan Mahasiswa Dalam Peningkatan Hasil Belajar Bahasa Arab.” Urnal Pendidikan Islam 12, no. 3 (2020): 45–58.

Wu, Zhiling, Yongqing Guo, and Li Wei. “The Application of a Mixed Teaching Model to the Academic English Teaching for Graduate Students at Inner Mongolia University.” Creative Education 11, no. 02 (2020): 105–14. https://doi.org/10.4236/ce.2020.112008.