MODEL OF ARABIC AUTHENTIC ASSESSMENT INSTRUMENTS: SPEAKING ( KALĀM ) AT MADRASAH ALIYAH

Authentic assessment is a model for assessing learning processes and outcomes that differ from ordinary assessments. Authentic judgment must be done in a natural context, not contrived, applied and taught. Authentic assessment is also an assessment mandate in Indonesia's latest curriculum, namely the 2013 Revised Curriculum (revised K.13). The speaking aspect is at the core of successfully learning other aspects of Arabic language skills: listening (istimā'), reading (qirā'ah), writing (kitābah) and culture (Ṡaqafah). With proper speaking assessment will be the capital of success in learning speaking and other aspects of learning Arabic. Therefore, a, this article aims to present an authentic assessment instrument model of aspects of Arabic speaking learning (kalām) based on revision K.13. The research method used is research on the development of 4D models, define (definition), design (Design), develop (Development) and disseminate (trial). The results showed that the speech skills assessment instrument developed in this article has good validity, through expert tests (84%) and public tests (78%). The results of this study state that the developed speech ability assessment instrument is suitable for use.

obligation to use this authentic assessment is permendikbud no.66 of 2013 which was later refined with the birth of Permendikbud no.104 of 2014, while the standard setting process is set out in Permendikbud No. 65 of 2013.
Authentic assessment requires a complete understanding of the teacher as the spearhead of the curriculum.Without a comprehensive understanding of the teacher, this concept will be meaningless.Even more worrying is the fact that shows that a weak standard of education among madrasas and Arabic language teachers in particular is the field of educational assessment.This was seen in the author's visitation in 2013 when researchers conducted an assessment of madrasas in the South Jakarta area against accreditation documents before being visited / assessed by a team from the School / Madrasah Accreditation Agency or known as BAN-S / M.
In developing the Arabic syllabus there are significant differences between Madrasah Ibtidaiyah (MI) and Madrasah Aliyah (MA) with Madrasah Tsanawiyah (MTs) 3 .In the MTs syllabus, emphasis on cognitive aspects and skills is presented separately and based on temporary skills in MI and MA knowledge and skills are merged in learning.If MTs Syllabus is based on proficiency, then in MI and MA based on a combination of two or more Arabic skills.Therefore an authentic assessment instrument developed in MTs is based on one skill while in MI and MA two or more skills in one instrument.But in this article with all the limitations it will only focus on speaking skills in MA.
Authentic assessment is seen as the oldest assessment in education and learning according to the Arabic version.Because since the time of ignorance this authentic assessment has been used for example in assessing the quality of the poetry of poets, writers, in displays posted in markets such as the Ukadz market, as well as in riding and exercising.As a result of the literary work, the seven best posted on the Ka'bah are known as ‫السبع"‬ ‫."املعلقات‬While in its modern study authentic assessment is considered to have begun to appear since the eighth decade of the twentieth century, an ongoing basis.So authentic assessment is one type of educational assessment, has a major position compared to other types of assessment and can only be done by a teacher, meaning that if there is no teacher, authentic assessment cannot be done.
So authentic assessment is a comprehensive assessment (input-process-output, attitudeknowledge-skill), meaningful, reflecting the real world (the assignment is a miniature of the real world in everyday life), using a variety of strategies and assessment instruments and has different characteristics from the usual assessment.
The development of authentic assessment instruments is important to be a guide for teachers to be able to develop valid assessments.The design phase analyzed KI/KD Arabic class X while mapping it into KD groups complete with learning indicators, then selected only KD on KI 1, 2 and 3 as the object of the study.After that researchers designed observation instruments and performance assessments of KD and these indicators.Furthermore, the development stage, researchers make revisions and re-corrections to the instruments that have been made, showing the instruments to experts both Arabic to be given input.
From this input, the researcher made revisions.After revision the instrument is duplicated on a limited basis.
The last stage, disseminate (dissemination) in the form of trials and publications, researchers spread the questionnaire to assess the instrument to limited respondents namely four experts and five practitioner teachers in Jakarta and Banten.For reliable results, researchers conducted field observations looking at Arabic learning in class X both in MAN and in MAS.After the questionnaire is filled the author performs analysis and revision of the instrument to then be replaced more for wider public testing.In this limited and broader public test, researchers conducted two analyses: qualitative and quantitative analysis.Qualitative analsis is useful for instrument improvement while quantitative analysis is used for experimental tests between experimental instruments and control instruments i.e. those in teacher books and K.13 student books.Then the publication of both oral and written, oral publications are delivered in the presence of Arabic teachers so that Arabic teachers get exposure to authentic studies specifically for arabic in-depth more.

RESULT AND DISCUSSION
Based on the results of literature studies, interviews with experts, the best teachers in Indonesia specialized in the field of Arabic language involved in the development of the national curriculum, related religious ministries, observations in the field, documentary studies of several Aliyah Madrasas which among the teachers were madrasa curriculum development teams specialized in Arabic language such as MAN 1 Suarakarta, MAN 1 Bojonegoro, MAN 1 Rengel, Tuban, MAN 3 Malang, MAN 1 Malang, MA Pembangungan UIN Jakarta and MAN 16 Jakarta, researchers designed assessment instruments especially skills.The initial product that was designed was an instrument of assessment of Arabic language skills Madrasah Aliyah.The following are examples of instruments designed by researchers:

Initial Instrument Design
The following are examples of instruments designed by researchers:

Skills Assessment Instrument:
Instructions: Have a dialogue with some of your friends regarding the topics discussed.

Reporting Guidelines:
Nama Siswa The first test in question is a test of Arabic education experts.Examiners of Arabic language experts consist of four lecturers with a final education in S2 and are in the process of completing S3

Tes
and one of the doctorates from India.The three doctoral candidates in question are AR (doctoral candidates for PBA UIN Malang), UR and WS (both doctoral candidates concentrating on PBA S.Ps UIN Jakarta while the doctorate in question is AD.These four experts in the field of PBA, education and Arabic content are considered qualified.
All four of them provide qualitative and quantitative values, quantitative values are useful for producing numerical data regarding the quality of designs that have been developed by researchers.
While the qualitative assessment provides real input on the proposed improvement of instruments that have been developed by researchers.
Among the proposals is to make the trip four so that it is easier to apply it in Madrasah by the teacher, besides that, some language and term errors do not fail to be part of entering these experts besides the choice of language in the indicators of learning achievement cited from the syllabus is too general especially in indicator 4.2.1.Demonstrate various oral and written information.In more detail, AR provides input that the scale should be only 4 in order to facilitate the teacher in carrying out the assessment, intonation is the same as the volume, the same as fluency, and dialogue and speech tests are actually linguistic tests.
While quantitative assessment of the instruments designed by the researcher, quantitative data is generated; first, Arabic assessment instruments get the average value of each examiner; WS gives a value with a mean of 8, AR gives a mean value of 11, AD gives a mean value of 10, and UR gives a mean value of 8, so the average value of each instrument is 9.8.The following is an overview of the results of the assessment: Based on the input from experts, the researchers revised the first stage of the product into the following: Arabic Expert Test Revision Table 1 The resulting instruments are as follows: Assessment  The value of Arabic language assessment skills each gets an average of 78%, respectively.

Arabic Expert Test Revision
While an assessment of the Arabic language assessment skills in the teacher's book and student's book gets the scores as in the following description: The value of Arabic assessment instruments is 67%, respectively.If calculated by the t test as the formula is in Chapter III, the significance for the Arabic language skills developed is 3.27 while

Product Revision ‫املنتج/اإلنتاج(‬ ‫)مراجعة‬
From various inputs in Phase II testing, the researchers revised the product assessment skills to be as follows.
having to go beyond the steps of instrument development from the start of making grids to reviewing and even testing and analyzing questions in the field if possible.The instrument of assessment of listening skills developed in this article has good validity both through expert tests and through field tests.So that schools / madrasas can make it a model and guide in developing istima assessment instruments.The results showed that the speech skills assessment instrument developed in this article has good validity, through expert tests (84%) and public tests (78%).The results of this study state that the developed speech ability assessment instrument is suitable for use.however, this model needs to be continuously updated, adjusted to the development, condition and conditions and facilities and infrastructure.
rejected thus the instrument developed by the researcher is better than the control instrument.Likewise on non-Arabic test instruments (observation guidelines) get = 3.061 while ( ) = 2.35 then rejected thus the observation guideline instrument developed by the researcher is better than the control instrument.
Several studies have been conducted on the development of authentic assessments of the Arabic language 8 calm Authentic Assessment in Arabic Language Learning, 9 on Authentic Learning Evaluation and Assessment in Arabic Language Learning, and 10 best teachers in Indonesia specifically in the field of Arabic, related ministries of religion, related ministries, documentation studies, observations in the field and others.The selected teachers are Arabic teachers who are often involved in the development of curriculum K.13 and the creation of teaching books and student books K.13.The experts in question are lecturers and/or professors who concentrate in the learning of Arabic and Akhlak Creed.Salamah; Rifqi Aulia Rahman; M. Elfan Kaukab, -Penilaian Autentik Dalam Pembelajaran Bahasa Arab,‖ NIVEDANA: Jurnal Komunikasi Dan Bahasa 2, no. 1 (2021): 60-75.
about the Development of Curriculum-Based Authentic Assessment Instruments 2013 in the Arabic Language Textbook Class X Semester 1 Madrasah Aliyah.These studies have not examined the development of authentic assessment instruments for Arabic subjects in terms of speech ability (al-kalam).Therefore, this research was conducted to develop an authentic assessment model in the assessment of speech ability in Arabic language learning.The results of this study will be useful for practitioners in developing authentic assessment instruments in carrying out more optimal Arabic language learners.METHODThis research uses the research steps of 4D (four-D Model) development.Activities in this model consist of define (definition), design (Design), develop (Development) and disseminate (trial).At the Define (defining) stage researchers conducted theoretical studies, interviews with experts, the 8 9 Dina Indriana, -Evaluasi Pembelajaran Dan Penilaian Autentik Dalam Pembelajaran Bahasa Arab,‖ Al-Ittijah: Jurnal Keilmuan Dan Kependidikan Bahasa Arab 10, no. 2 (2018): 34-52. 10Resi Agustien, -Pengembangan Instrumen Penilaian Autentik Berbasis Kurikulum 2013 Pada Buku Ajar Bahasa Arab Kelas X Semester 1 Madrasah Aliyah,‖ La-Tahzan: Jurnal Pendidikan Islam 12, no. 1 (2020): 52-70.Model of Arabic Authentic Assessment Instruments: Speaking (Kalām) at Madrasah Aliyah Raswan, et.al.| 56

Table 2 .
Arabic Expert Test Score

Table 2
Instructions: Show in front of the class to demonstrate verbal and written information related to the topics discussed using Arabic.Model of Arabic Authentic Assessment Instruments: Speaking (Kalām) at Madrasah Aliyah Raswan, et.al.| 60 YF gives a value with a mean of 6.64 and 62, FS gives a value with mean 8.36 and 7.35, and E gave mean values of 9.79 and 10.8 respectively and F with an average value of 9.21 and 8.3.The following is an overview of the assessment results: Quantitative testing of instruments designed by researchers and assessed by experts or experts, quantitative data is produced; first, the Arabic assessment instrument obtaining the average value of each examiner for Arabic skill instruments is that ZA gives a mean value of 8.71 and 8.45,

Table 3 .
Arabic Limited Public Test Score (Experiment)

Table 4 .
Arabic Limited Public Test Score (Controls) One of MAN Jakarta or MA at Pamulang, South Tangerang.