Evaluasi Pembelajaran Bahasa Arab Ismuba Menggunakan Model Cipp di MBS Putri

Abstract

This study aims to evaluate the Arabic language learning process based on the integration of the Al-Islam, Kemuhammadiyahan, and Arabic (Ismuba) curriculum with the national curriculum at MBS Putri Kutai Timur using the CIPP model (Context, Input, Process, Product). This study employs a qualitative approach with an evaluative research design. The research subjects consisted of the school principal, Arabic teachers, and students. Data collection techniques were conducted through interviews, observations, and documentation. Data analysis was performed through data reduction, data presentation, and drawing conclusions based on the components of the CIPP model. The results of the study indicate that the integration of the Ismuba curriculum and the national curriculum is implemented to balance students’ academic abilities with the reinforcement of Islamic values. Regarding the input aspect, the school has provided competent educators and supplementary learning programs, although facilities such as language laboratories remain limited. In terms of the process, instruction is conducted through vocabulary repetition, gradual memorization, conversation practice, and educational games. Meanwhile, regarding the product aspect, the learning has had a positive impact on improving students’ Arabic language skills and religious understanding. Thus, curriculum integration at MBS Putri Kutai Timur has been implemented fairly well, but still requires further development of facilities and more optimal learning evaluation.