Taḥdīd Mi‘yār al-Kafā’ah li-al-Ḥadd al-Adná (KKM) li-Māddat al-Lughah al-‘Arabīyah fī al-Madrasah al-Ibtidā’īyah

Nurul Ainiy; Alif Saida Al-Husna; Imroatul Ngarifah; Fadhli Hakim  Bahtiyar; Nur Qomari

doi:10.21009/almakrifah.19.02.03

Authors

Nurul Ainiy Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, Indonesia http://orcid.org/0000-0002-1264-6525
Alif Saida Al-Husna Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, Indonesia
Imroatul Ngarifah Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, Indonesia
Fadhli Hakim Bahtiyar Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, Indonesia
Nur Qomari Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang, Indonesia

DOI:

https://doi.org/10.21009/almakrifah.19.02.03

Keywords:

Cut scores, Arabic languange lesson, learning evaluation, assesment

Abstract

Defining the Minimum Completeness Criteria (KKM) is the first stage of implementing learning outcome assessment as part of curriculum development. Students are said to succeed in a subject if they achieve the minimum completeness criteria specified in the syllabus. This research aims to study the procedures and the method used to defining the minimum completeness criteria for Arabic lessons at Al-Fattah Elementary School, Batu, Malang. This study used the descriptive-qualitative method. Data collection methods include observation, interviews, and documentation. The results indicate that defining the minimum completeness criteria for Arabic lessons in Al-Fattah Elementary School follows two procedures. First, the Subject Teachers’ Consultation Council (MGMP) defines the minimum completeness criteria at the beginning of the school year, and for each basic competency (KD), its standard is 67, and Arabic language lesson have a standard of 71. Secondly, the minimum completeness criteria that have been defined are published for all Arabic teachers. The process of defining minimum completeness criteria in this school uses the value range method to assign the level of complexity, level of students’ absorption capacity, and efficiency level of auxiliary resources, and then calculates it using the appropriate formula to get the exact score.

References

Ainiy, N., & Isnainiyah. (2021). Taḥlīl al-kitāb al-madrasī li-māddat al-lughah al-ʻArabīyah li-ṭullāb al-ṣaff al-thānī min al-marḥalah al-thānawīyah mutatābiʻ min wizārat al-shuʼūn al-dīnīyah. Mudalla: Proceeding International Conference on Arabic Languange, 1(1), 776–789. Malang, Jawa Timur, Indonesia. Retrieved from http://prosiding.arab-um.com/index.php/mudalla/article/view/958

Al-Muslim, M., Ismail, M. F., Ghani, S. A., Nawawi, Z., Rahman, M. A., & Rostam, M. N. (2020). What are the features of quality for Arabic teachers agreed by students and teachers? Journal of Education and E-Learning Research, 7(1), 56–63. doi:10.20448/journal.509.2020.71.56.63

Anwar, K. (2019). Strategi guru dalam pencapaian Kriteria Ketuntasan Minimal (KKM) pada mata pelajaran Sejarah Kebudayaan Islam (SKI) kelas XI di Madrasah Aliyah Darul Ulum Palangkaraya (Skripsi, Institut Agama Islam Negeri Palangkaraya). Retrieved from http://digilib.iain-palangkaraya.ac.id/2144/

Ardil, Mashadi, & Sumardi. (2017). Implementasi manajemen Kriteria Ketuntasan Minimal (KKM) di SMK Nasional Al-Huda Pekanbaru. Jurnal Manajemen Pendidikan, 1(1), 1–14. Retrieved from https://jmppk.ejournal.unri.ac.id/index.php/JMPPK/article/view/5010/4703

Darajah, Z. (2016). Istirātījīyat al-mudarrisīn li-istīfāʼ miʻyār al-kafāʼah al-asāsīyah (KKM) fī taʻlīm al-lughah al-ʻArabīyah bi-al-Madrasah al-mutawassiṭah al-Islāmīyah al-ḥukūmīyah Kadur-Pamekasan 4 Madura. (Skripsi, UIN Maulana Malik Ibrahim, Malang).

Hanurawan, F. (2016). Metode penelitian kualitatif untuk ilmu psikologi. Jakarta: PT. Raja Grafindo Persada.

Hidayat, M. Y., Nenyhindarwaty, A., & Nur, F. (2020). Analisis penentuan standar nilai Kriteria Ketuntasan Minimal (KKM) mata pelajaran Fisika Kelas XI SMAN 17 Makassar. Jurnal Pendidikan Fisika, 8(1), 74–81. Retrieved from https://journal.uin-alauddin.ac.id/index.php/PendidikanFisika/article/view/7837

Indriana, D. (2018). Evaluasi pembelajaran dan penilaian autentik dalam pembelajaran bahasa Arab. Al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab, 10(2), 34–52. doi:10.32678/al-ittijah.v10i02.1245

Kementerian Pendidikan dan Kebudayaan. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Dasar dan Menengah. Jakarta: Direktorat Pembinaan Sekolah Menengah Atas Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan.

Kementerian Pendidikan Nasional. (2006). Peraturan Menteri Pendidikan Nasional Nomor 23 Tahun 2006 tentang Standar Kompetensi Lulusan.

Mardapi, D., Hadi, S., & Retnawati, H. (2015). Menentukan kriteria ketuntasan minimal berbasis peserta didik. Jurnal Penelitian dan Evaluasi Pendidikan, 19(1), 38–46. Retrieved from https://journal.uny.ac.id/index.php/jpep/article/view/4553

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). New York: Sage Publications.

Plake, B. S., Melican, G. J., & Mills, C. N. (1991). Factors influencing intrajudge consistency during standard-setting. Educational Measurement: Issues and Practice, 10(2), 15–16, 22, 25. doi:10.1111/j.1745-3992.1991.tb00188.x

Presiden Republik Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

Presiden Republik Indonesia. (2005). Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Pendidikan Nasional.

Rusydi. (2016). Tajdīd taʻlīm al-lughah al-ʻArabīyah wa-ʻalāqatuh bi-al-ʻulūm al-ukhrá. Al-Manar, 7(1), 39–70. doi:10.24014/al-manar.v7i1.3591

Sa’idah, M. A., Arifin, M. S., & Nurlaila, R. (2021). Tanfīdh ṭarīqat al-taḥlīl al-lughawī fī taʻlīm qirāʼat al-nuṣūṣ al-ʻArabīyah fī Jāmiʻat Dār al-Salām Gontor. Al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab, 13(2), 133–152. doi:10.32678/al-ittijah.v13i2.5065

Setyawan, I. K. A. (2012). Analisis korelasi kompleksitas materi, daya dukung, dan intake siswa terhadap prestasi belajar biologi pada Sekolah Menengah Pertama (SMP) Negeri di Kecamatan Kuta Kabupaten Badung. Jurnal Penelitian dan Evaluasi Pendidikan Indonesia, 2(1), 1–13. Retrieved from https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ep/article/view/30

Soehartono, I. (2002). Metode penelitian sosial. Bandung: Remaja Rosdakarya.

Subekti, E., Rusilowati, A., & Khumaedi, M. (2020). The evaluation of mathematical teacher ability in defining the minimum completeness criteria using the google form. Proceeding of International Conference on Science, Education, and Technology (pp. 1–6). Semarang, Indonesia. doi:10.4108/eai.29-6-2019.2290506

Sudaryono, M. A., Rustiyarso, Salim, I. (2018). Analisis faktor penyebab ketidaktercapaian kriteria ketuntasan minimal dalam pembelajaran sosiologi siswa kelas XII IIS. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 7(3) 1–12. Retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/view/24332

Sudiati, T. (2018). Peningkatan kinerja guru dalam menetapkan kriteria ketuntasan minimal melalui workshop. Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan, 3(2), 231–237. doi:10.17977/um027v3i22018p231

Suparman. (2015). Menentukan cut score pada evaluasi pendidikan. Jurnal Komunikasi dan Pendidikan Islam, 4(1), 1–24. Retrieved from https://www.journal.staimsyk.ac.id/index.php/almanar/article/view/59

Wahyon, T. A. (2018, June 18). SD Integral Al-Fattah Kota Batu. Al Fattah Media. Retrieved from https://alfattahmedia.blogspot.com/2018/06/sd-integral-al-fattah-kota-batu.html

Yusri, G., Rahmi, N. M., & Wah, W. H. (2011). Value and resource management strategies among students of Arabic as a third language course. Procedia - Social and Behavioral Sciences, (29), 1635–1644. doi:10.1016/j.sbspro.2011.11.406

Yusuf, M., & Wekke, I. S. (2015). Active learning on teaching Arabic for special purpose in Indonesian pesantren. Procedia - Social and Behavioral Sciences, (191), 137–141. doi:10.1016/j.sbspro.2015.04.245