Abstract
This study examines the implementation of formative assessment in Arabic language learning and the role of Student Worksheets (LKS) as an evaluation tool that supports active learning at MTs Miftahussa'adah, Semarang City. The approach used is an explanatory qualitative. Data collection techniques include observation, interviews, questionnaires, and documentation with data analysis of the Miles and Huberman model. The results showed that formative assessment was implemented through collaborative activities, language skills practice (maharah), and immediate feedback. The worksheet is used as the main means of assessment. However, problems were still found in the aspects of language comprehensibility and appearance. Although 100% of students stated that the worksheet helped them understand the material, only 20% found it easy to understand. In the context of the Merdeka Curriculum, formative assessment through worksheets can encourage student involvement and reflection, but its effectiveness needs to be supported by the principles of differentiated learning and multimodal enrichment.
First Page
1
Last Page
15
Recommended Citation
Rodliyah, S.,
Inayah, I.,
&
Muhammad, P.
(2026).
Formative Assessment Of ALL Through Independent Curriculum-Based on LKS at MTs Miftahussa’adah Mijen Semarang.
Al-Arabi: Journal of Teaching Arabic as a Foreign Language, 9(2), 1-15.
DOI: https://doi.org/10.17977/2541-1500.1177
Available at:
https://citeus.um.ac.id/alarabi/vol9/iss2/1
Included in
Arabic Language and Literature Commons, Arabic Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons