Item Analysis Of Multiple Choice Questions Of Arabic Language Subjects In The Final Semester Exam

This study is motivated by low academic self-confidence which can reduce students' learning motivation in completing school assignments. The purpose of this study was to determine the description of academic self-confidence of grade X students of SMA Plus Al-Aqsha Cibeusi in the 2023/2024 school year. The study used a descriptive quantitative approach with a population of all X grade students totaling 136 students. The sampling technique used saturated samples, so that the entire population was sampled. Data collection is done through observation, interviews, and distribution of self-confidence instruments with a Likert scale. The validity test was carried out on 54 items and obtained 31 valid questions using the Product Moment formula with a significance of 5%. Reliability test using Cronbach's Alpha coefficient obtained a value of 0.719, indicating a reliable instrument. Normality test using Kolmogorov-Smirnov showed a significance of 0.613, so the data was normally distributed. Data analysis used descriptive statistics with frequency distribution to categorize self-confidence in the high, medium, and low categories. The results showed 16 students (12%) were in the high category, 119 students (88%) in the medium category, and 1 student (1%) in the low category.

The main goal of learning Arabic is to develop practical linguistic skills among learners centered around the concept of willingness to communicate (WTC). WTC refers to learners' strong desire and readiness to speak in specific contexts or situations. A critical challenge is how to accurately measure WTC in Arabic language learning using a valid and reliable instrument. Understanding WTC is crucial as it indicates learners' motivation to use Arabic, enhances their speaking proficiency, and creates a supportive linguistic environment. Research on WTC in Arabic language learning is currently limited, necessitating further exploration in this area. Consequently, this study aims to develop a valid and reliable WTC measurement instrument for Arabic language learners using a quantitative approach, incorporating both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) methods. The participants for this research are 204 Arabic language learners, and a survey was utilized for data collection. The WTC instrument employed in this study is an adaptation of existing instruments, modified to align with the context of Arabic language learning and the specific conditions of Indonesian learners. The findings reveal that the WTC construct has yielded valid and reliable items that can be used to measure WTC among learners in Arabic language learning. Furthermore, there are three main dimensions within this construct, namely, the context of online, classroom, and offline. Thus, it is hoped that the WTC construct developed can be utilized to measure aspects of WTC among Arabic language learners, thereby enabling the determination of further steps in realizing linguistic behaviors

This research aims to explain the level of linguistic verbal intelligence of students who are studying Arabic, because it involves the ability to understand, use, and manipulate language effectively, both orally and in writing. This research uses a mixed method approach to describe students' linguistic verbal intelligence. Data was collected through the IST (Intelligence Structure Test) compiled by Rudolf Amthauer in 1953 in Frankfurt, Germany because the components in the structure are arranged hierarchically, where the dominant field will influence other fields, the dominant ability in the intelligence structure will determine and influence other abilities. It consists of parts that are interconnected in meaning (structure). Their linguistic verbal dominant questionnaire, which was distributed to 520 students at UIN Maulana Malik Ibrahim Malang using random sampling techniques. The results of the research show that the level of linguistic verbal intelligence of UIN Maulana Malik Ibrahim Malang students has a value of 103.92 in the sufficient category, where 0.38% of UIN Maulana Malik Ibrahim Malang students have linguistic verbal intelligence in very superior category, 43,27% have linguistic verbal intelligence in the high category, and 39,42% have linguistic verbal intelligence in the sufficient category. This shows that students' readiness to absorb Arabic language material is closely related to their linguistic verbal intelligence. Meanwhile, the results of research on the most dominant linguistic verbal dominant possessed by students are that 83.65 of students are able to use imaginative reasoning when writing or speaking, 83.19 of students are able to describe an object or event well, 78.15 of students try to tell good stories about many things, 76.88%of students read a text first and store it in memory before writing and speaking, and 76.27 of students like to talk with humor. Verbal linguistic intelligence contributes to Arabic language learning through verbal attraction, concept formation, and logical thinking, which helps students analyze the meaning of sentences, construct arguments, and solve language problems, such as understanding Arabic statements.

Although Arabic language learners and opportunities for learning the language gradually increased in Japan from 1925 when formal Arabic education began until the beginning of the 21st century, there is little research on Arabic language teaching and learning. To fill this gap, Akiko Sumi, Kyoto Notre Dame University, Japan, is working to better understand the learning environment of the Arabic language and social characteristics of Arabic language learners in Japan. Her ultimate goal is to increase autonomous motivation for Arabic language learning among learners in Japan. Akiko Sumi specialises in Arabic literature and language and is collaborating with Professor Katsunori Sumi of the Graduate School of Engineering, Nagoya Institute of Technology, Japan, who specialises in applied psychology. Together, the two researchers are working to develop a new hypothetical model and refine instructional methods for teaching Arabic language. A psychological element of this work involves assessing the psychological characteristics of Arabic language learners in Japanese universities. The researchers also held an intensive Arabic language camp in Rurikei, Kyoto, at which around 100 students were offered an appropriate environment to support and satisfy autonomy, competence, and relatedness. The researchers are investigating Arabic language learning as part of foreign language learning and second language acquisition, with a keen focus on learning motivation as this is a key factor influencing language learning and teaching.

Identifying earthquake-prone areas is critical for disaster mitigation to reduce casualties and economic losses. This study applies Kernel Density Estimation (KDE) to analyze and rank earthquake-prone regions in the context of seismic hazard mapping, focusing on variations in kernel functions, bandwidth sizes, and grid resolutions. The Indonesian Earthquake Catalog (1964 - 2023) is used as a case study. The results indicate that different kernel functions have unique strengths. The Epanechnikov kernel provides an even density distribution, particularly in low and medium categories, while the Gaussian kernel captures high concentrations effectively, especially in high and extreme categories. The Biweight kernel performs well in medium and high categories but less effectively identifies extreme density concentrations. Grid resolution also significantly impacts results; smaller grids 0.25o 0.25o reveal detailed density patterns but may overemphasize localized concentrations, whereas larger grids 5o 5o are suited for macro-scale analyses but can obscure finer variations. Bandwidth size selection significantly affects density estimates. Smaller bandwidths (0.1) spread density widely, resulting in many grids in the low category but fewer in the medium, high, and extreme categories. Medium bandwidths (0.3) increase the proportion of medium and high categories, while larger bandwidths (0.5) produce the highest proportion of grids in the medium category, though extreme values remain limited. These variations demonstrate how bandwidth choices influence the balance between localized detail and broader distribution patterns. KDE effectively identifies earthquake-prone areas with varying densities and cluster significance, providing essential insights for disaster mitigation and spatial planning. The Gaussian kernel, 0.5 bandwidth, and 1o 1o grid combination yields the most significant results in mapping earthquake risk. However, the study has some limitations, including sensitivity to dataset completeness, parameter selection, and the smoothing effect of KDE that may underrepresent low-frequency events, particularly in sparse-data regions, which may introduce uncertainties in density estimations. Future studies could explore adaptive bandwidth selection and refined spatial resolution to enhance the robustness of KDE-based earthquake hazard mapping. HIGHLIGHTSThis research investigates using Kernel Density Estimation (KDE) to map earthquake-prone areas in Indonesia. The primary findings include identifying and rating seismic risk zones using KDE, a statistical method for spatially representing earthquake density. KDE allows for a more detailed visualization of earthquake-prone zones by analyzing differences in kernel functions, bandwidth size, and grid resolution. This method permits seismic risk assessment using historical earthquake data, providing valuable insights for disaster mitigation and spatial design. GRAPHICAL ABSTRACT

This study aims to determine the procedure and to assess the quality of test instrument development to measure students’ high-order thinking skill on mathematics in Junior High School in Makassar. The type of this research is a Research and Development with formative research model through 4 phases: preliminary, self-evaluation, prototyping and field test. The research subjects were the students of class VIII Junior High School in Makassar. The results of the instrument validity test was valid because in CVI (Content Validity Index) and CVR (Content Validity Ratio) the total average score was 1 with category very appropriate or at the interval 0.68 - 1.00. The result of student response test is 68.5% on positive category because more than 50% students responded positively. The reliability test indicated that the total average score was 0.923 with very high category (reliable) because it was at the interval 0.80<r11≤1,00. The analysis of level of difficulty indicated that the total average score was 0.41 with medium category because it was at the interval 0.31-0,700. The average score of the analysis of differentiator power was 0.30 with sufficient category because it was at the interval 0,20<Dp<0,40, and the analysis of measuring high-order thinking skill denoted that there were 14,71% included in good category, 38,24% in sufficient category, 32,35% in less category, and 14.71% in very less category that it produced the total average score 40.39 in sufficient category because 40 < (x) total score ≤60. Therefore, it is concluded that the students’ high-order thinking skill at Junior High School in Makassar Makassar was in sufficient category.

Interest in learning is a source of intrinsic motivation that encourages students to do what they want so that it has an impact on student achievement. The purpose of this study is to obtain information about the interests in learning mathematics for MTs students while learning using Augmented Reality media. Quantitative descriptive method is used in this research. Respondents in this study amounted to 20 students at MTs. Data was collected from a student interest questionnaire with 18 statement items which were analyzed using the Rasch model. The results showed that the quality of the statements in the questionnaire was included in the sufficient category, and the level of consistency of students' answers was also in the sufficient category. Cronbach's alpha value is in the very good category, namely 0.85 which can be used to assess the reliability of the interaction between Person and the item as a whole. Furthermore, the level of student interest in MTs in Kampar using Augmented Reality learning media is in the high category. The logit value is 1.62, meaning that the statement items are mostly approved by students

Teachers use many methods to measure students' progress in learning Arabic, either by using a computer or manually. This study aimed to determine the level and comparison between student motivation to complete assignments using computer-based and paper-based test methods in Arabic language learning. This research used a quantitative approach with comparative descriptive by performing observation, questionnaire, and interview for data collection. It used data analysis methods, such as validity tests, reliability tests and percentage analysis. The research subjects were 23 tenth graders of Visual Communication Design of SMK Muhammadiyah 2 Malang. The results of this study are: (1) the motivation of students to complete Arabic language assignments by computer-based test methods is 81.13% with high category. (2) The motivation of students to complete Arabic language assignments by paper-based test method is 83.82% with high category. (3) Comparison between the motivation of students to complete assignments using computer and paper-based test methods is 2.7% with low category. This difference is due to several factors, including human resource factors. This research has contributed to the Arabic language learning evaluation as it can be used as a teacher's consideration on what methods to use.

Management Practices Associated with Low, Medium, and High Somatic Cell Counts in Bulk Milk

Although technology-assisted Arabic language learning has attracted increasing scholarly attention, research specifically examining the use of the Wayground application to support Arabic grammar learning in higher education remains limited. This study aimed to explore the implementation of the Wayground application in Arabic language learning and its contribution to improving students’ understanding of Arabic grammar at Nahdlatul Ulama University of Purwokerto. A qualitative approach was employed using a descriptive case study design. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings indicate that the use of the Wayground application increased students’ engagement, supported interactive learning, and facilitated a clearer understanding of Arabic grammar concepts through technology-based activities. These findings contribute to the theoretical development of technology-enhanced language learning and broaden understanding of digital media integration in Arabic language education. The study concludes that the Wayground application plays an important role in fostering an engaging and effective Arabic language learning environment and recommends the integration of technology-based platforms to strengthen grammar instruction in higher education. The study further offers practical implications for optimizing digital learning tools and highlights the need for future research on the long-term effects of digital applications on Arabic language proficiency and learning outcomes.

The rapid advancement of multimedia technology has significantly influenced modern lifestyles and transformed various sectors, including education. In response to this evolution, multimedia has been widely integrated into teaching and learning processes, including in the field of Arabic language education. The use of multimedia technology in Arabic language learning has enabled greater accessibility, transcending the boundaries of time and place, while also making the learning experience more engaging and enjoyable. This study aims to explore the development of multimedia technology in Arabic language education. Employing a qualitative approach through descriptive analysis of previous studies, this review highlights trends, benefits, and challenges associated with the integration of multimedia in Arabic language teaching and learning. The findings are expected to provide valuable insights for educators, researchers, and developers in improving instructional strategies and enhancing students’ mastery of the Arabic language.

The digital era requires academics and practitioners to carry out digital literacy. Digital literacy is a behavior or movement to adapt to digital through accessing, utilizing and developing digital media as a learning medium. Arabic is important to learn, therefore digital literacy in the field of Arabic language learning needs to be implemented. However, in the process there are many impacts, challenges and opportunities. This research is a literature study research by conducting searches through books and articles in cyberspace. To focus the problem, the aim of this research is to find out what digital literacy is, and what the challenges and impacts are in learning Arabic. The results of this research are: 1) the impact of digital literacy includes the impact on Arabic teachers, Arabic students and Arabic language learning, 2) The challenges are the influence of the use of Arabic language in the field of education and literacy, Western hegemony on works. Arabic works written by Muslim scientists, a bad impression about the Arabic language that occurs in this era of globalization, 3) The opportunity is to become a way to study with non-Arab people in an easy way, sparking and provoking the development of Arabic language research and learning , strengthening the translation of Arabic works for science and Islam, strengthening access and collaboration with external parties, Opportunities for developing Arabic language learning media.المستخلص: يتطلب العصر الرقمي من الأكاديميين والممارسين القيام بمحو الأمية الرقمية. محو الأمية الرقمية هو سلوك أو حركة للتكيف مع الرقمية من خلال الوصول إلى الوسائط الرقمية واستخدامها وتطويرها كوسيلة تعليمية. اللغة العربية مهمة للتعلم ، لذلك يجب تنفيذ محو الأمية الرقمية في مجال تعلم اللغة العربية. ولكن في هذه العملية هناك العديد من الآثار والتحديات والفرص. هذا البحث هو بحث دراسة الأدبيات من خلال البحث في الكتب والمقالات في الفضاء السيبراني. لتركيز المشكلة ، الغرض من هذه الدراسة هو معرفة ماهية محو الأمية الرقمية ، وما هي التحديات والآثار في تعلم اللغة العربية. نتائج هذه الدراسة هي 1) تأثير محو الأمية الرقمية يشمل التأثير على معلمي اللغة العربية وعلى الطلاب العرب وعلى تعلم اللغة العربية، 2) التحديات هي تأثير استخدام اللغة العربية العمية في مجالات التعليم ومحو الأمية ، والهيمنة الغربية على الأعمال العربية التي كتبها العلماء المسلمون ، والصورة السيئة للغة العربية التي تحدث في عصر العولمة هذا, 3) الفرصة هي أن تكون وسيلة للتعلم مع غير العرب بطريقة سهلة ، وإثارة وإثارة تطوير البحث والتعلم باللغة العربية ، وتعزيز ترجمة الأعمال العربية للعلم والإسلام، وتعزيز الوصول والتعاون مع الأطراف الخارجية ، فرص لتطوير وسائل الإعلام التعليمية العربية.

Research on Academic Expectations Stress Inventory-9 (AESI-9) is important because it has an essential role as a risk factor for stress due to parents' academic expectations for their children. However, the measuring instrument in the Indonesian version has not been found. The purpose of this study was to adapt the Academic Expectations Stress Inventory-9 (AESI-9) instrument into the Indonesian version. This study was conducted online using a Google Form link intended for high school students in Indonesia (N=40; 21 male subjects and 19 female subjects) aged 16-19 years. The results of the validity test showed that all AESI-9 adaptation instruments were appropriate because they had an Aiken's V assessment &gt;0.6. The results of the reliability test based on the Cronbach's Alpha value were 0.871. This instrument can be considered reliable and categorized as strong because the value exceeds 0.6 which is the reliability standard. The discriminatory power of the instruments in this study met the standard, which was above 0.3. The statistical results show that the high category has a value of 14, the medium category has a value of 12, the low category has a value of 11, and the very low category has a value of 3. AbstrakPenelitian mengenai Academic Expectations Stress Inventory-9 (AESI-9) ini penting karena memiliki peran yang esensial sebagai faktor risiko stres akibat ekspektasi akademik orang tua terhadap anaknya. Akan tetapi, alat ukur dalam versi Bahasa Indonesia masih belum ditemukan. Tujuan penelitian ini untuk mengadaptasi instrumen Academic Expectations Stress Inventory-9 (AESI-9) ke dalam versi Bahasa Indonesia. Penelitian ini dilakukan secara online menggunakan link Google Form yang ditujukan untuk siswa dan siswi Sekolah Menengah Atas (SMA) di Indonesia (N=40; 21 subjek laki-laki dan 19 subjek perempuan) yang berusia antara 16-19 tahun. Hasil uji validitas menunjukkan bahwa seluruh instrumen adaptasi AESI-9 sesuai karena memiliki penilaian Aiken’s V &gt;0,6. Hasil uji reliabilitas yang didasarkan dari nilai Cronbach’s Alpha sebesar 0,871. Instrumen ini dapat dianggap reliabel dan dikategorikan kuat karena nilai tersebut melebihi 0,6 yang merupakan standar reliabilitas. Daya beda instrumen pada penelitian ini memenuhi standar yaitu di atas 0,3. Hasil statistik menunjukkan bahwa kategori tinggi memiliki nilai 14, kategori sedang bernilai 12, kategori rendah bernilai 11, dan kategori sangat rendah senilai 3.

The purpose of this research is to analyze question items with a classical test theory approach. The type of research is descriptive quantitative. The object of this research is multiple choice items used in the end of semester examination of mathematics subjects in junior high school. The research subjects were students who took the test. The number of respondents was 50 people. The research instrument was 30 multiple choice questions. The data were analyzed using the Classical Test Theory approach with the help of RStudio analysis software. The results of the analysis of the level of difficulty of 30 items, it is known that as many as 28 items (93.33) are difficult categories. There are 2 items (6.67%) in the medium category. There is no single question that is classified as easy. Differentiability as many as 7 items (23.3%) in the category of acceptable with improvement. A total of 12 items (40%) in the corrected category. Meanwhile, 11 items (36.7%) were in the discarded category. All options A to E on each item have been selected, so the distractor function works well. The reliability of each item is in the range between 0.70 to 0.71 in the high reliability category. Overall, the reliability of the test instrument is 0.713, which is also in the high category.

This study aims to develop an assessment instrument for critical thinking skills in elementary school science lessons on the topic of Earth's changes, in the form of essay questions that are tested for validity and reliability. The measurement of critical thinking skills uses indicators based on Ennis' framework, which includes providing simple explanations, building basic skills, concluding, providing further explanations, and setting strategies and tactics. The subjects of this study were 28 students from SDN 02 Pekiringanalit, Pekalongan Regency. Data analysis techniques involved content validity testing using Aiken's index. The validity of the assessment instrument was tested using the Rasch Model with the Ministep program to determine validity, calculate reliability, and obtain Cronbach's alpha values. This research is developmental research that applies the 4D development model, simplified into three steps: define, design, and development. The results showed that the critical thinking assessment instrument in the form of essay test questions received an Aiken's content and language validity index of 0.96, which falls into the very valid category. The validity per item obtained an Aiken's index of 0.89, placing it in the high validity category. The item analysis using the Rasch Model yielded a person reliability coefficient of 0.69 and 0.72, which is in the sufficient category. The item reliability was 0.86 and 0.87, which is considered good, and the Cronbach's alpha was 0.77, also considered good.