Analysis of Basic Concepts of Evaluation and Its Implications in Learning Nahwu and Shorof at Al-Irsyad Islamic Boarding School Tengaran 7 Batu City

Abstract

One of the tools to measure the level of student learning success is evaluation. This qualitative research aims to determine the basic concepts and their implications in learning nahwu shorof at the Al-Irsyad Tengaran 7 Islamic Boarding School in Batu City. Based on the results of the discussion, evaluation includes two activities that are put forward, namely measurement and assessment. The nature of evaluation is qualitative and quantitative. Evaluation has three main functions, including measuring progress, supporting the preparation of plans, related to the use of evaluation results. The evaluation function specifically consists of three functions, namely in terms of psychology, didactics, and administration. The scope of evaluation consists of three main components, including evaluations related to education programs, education implementation processes, and education outcomes. Learning evaluation models are divided into seven groups, namely the Tyler model, measurement model, suitability model, CIPP model (Context, Input, Process, Product), discrepancy model, formative evaluation model, and summative evaluation model. The evaluation objects for its elements include input, transformation, and output. There are two types of evaluation techniques, namely test techniques and non-test techniques. At the Al-Irsyad Tengaran 7 Islamic Boarding School in Batu City, the evaluation of nahwu and shorof learning is carried out using various techniques, such as oral and written tests and daily observations. The evaluation results are the basis for teachers in preparing effective learning plans and improving the learning process.