The Use of Test and Non-Test Techniques in the Assessment of Arabic Term Comprehension in PAI Learning at SDIT Salsabila Al Muthi'in
DOI:
https://doi.org/10.51468/jpi.v8i2.1718Keywords:
test and non-test techniques, understanding of Arabic terms, learning assessmentAbstract
The assessment of Islamic Religious Education (PAI) learning in elementary schools requires evidence that can distinguish the understanding of the meaning of Arabic terms from memorization and learning engagement. This study aims to describe the planning, implementation, and utilization of assessment results through test and non-test techniques at SDIT Salsabila Al Muthi'in. The research uses a qualitative approach with a case study design in PAI learning in grades III and VI. The main informants are PAI teachers who are selected purposively. Data were collected through learning observation, semi-structured interviews, and document review, then analyzed thematically. The validity of the data was checked through the comparison of evidence sources and interpretation confirmation to the informant. The results showed that assessment planning refers to the material, learning targets, and grade level, but the grid was not available to be examined during the study. The implementation of the assessment included thematic written questions, daily tests, informal oral questions, and observation of students' activities, attitudes, and responses. Non-test observations did not use structured instruments so that evidence of learning engagement could not be equated with evidence of understanding of meaning. The results of the assessment were used to identify students who had not achieved the target and provide additional guidance. The obstacles found included time constraints and differences in the level of understanding of students. This study showed the connection between the assessment and mentoring processes, but could not be assured of its effectiveness on the understanding of Arabic terms because indicators, specific errors, and developments after follow-up have not been documented. The development of assessments requires explicit indicators of meaning, structured instruments, and reassessment to examine the success of mentoring.
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