Arabic Language Learning Evaluation in Higher Education with Context Input Process Product (CIPP) Model

Umi Sakti

doi:10.28918/alsinatuna.v4i1.1591

Abstract

Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.

Highlights

The Arabic language learning in Indonesia has been known since the spread of Islam in the country
Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system
This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the Context Input Process Product (CIPP) model, from the emergence of the idea to the result achieved after the program is implemented

Summary

Introduction

The Arabic language learning in Indonesia has been known since the spread of Islam in the country. The portrait of the implementation of Arabic learning shows that there have been serious efforts to advance the quality of Arabic language learning in higher education Through this Arabic language learning program, students are expected to be able to study Arabic literature, so that they can develop further knowledge. Many experts express their views dealing with the condition and progress of Arabic language in higher education. In general, they are in agreement that the current Arabic language learning does not meet their expectation yet.[3]. Some students have difficulty both in using Arabic language as a tool to conduct Islamic studies and in producing academic works.[4]

Objectives

Methods

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Conclusion