Abstract
Any program, activity or something else planned always ends with an evaluation. The
evaluation is intended to review whether a program / activity has been in accordance
with the plan or not. From the evaluation activities will be known things that have / will
be achieved already meet the criteria specified. Based on the results of the evaluation is
then taken the decision whether the program will be forwarded or revised / even
replaced entirely.Arabic learning curriculum development activities will not be
separated from the evaluation element, because evaluation is one of the most important
components that can not be ignored. In many ways, the assessment component is
instrumental in supporting the successful development of Arabic learning curriculum, as
we know, the developed curriculum is still theoretical and abstract plans. With the
evaluation, we will get an idea of the success of the Arabic learning curriculum that is
being / has been developed in schools. From evaluational activities will be known
advantages, weaknesses and shortcomings.
Keywords : evaluation,curriculum, Arabic learningTeacher
Hal-hal yang dicapai dalam suatu Bahasa Arab secara komprehensif dapat
kurikulum paling tidak mencakup tiga ditinjau menjadi dua macam, yaitu
masalah, yaitu keluaran, efek dan formatif dan sumatif.
Efek berupa perubahan tingkah laku penilaian proses, yakni penilaian yang
dilakukan sepanjang pelaksanaan
sebagai akibat dari perlakuan belajar.
Sedangkan dampak merupakan pengaruh kurikulum. Data dikumpulkan dan
11 12
Ibid, hal. 180. Ibid., hal. 182.
Bibliography
Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan, PT. Bina Aksara, Jakarta, 1987.
Nasution, S., Kurikulum dan Pengajaran, PT. Bina Aksara, Jakarta, 1989.
__________, Pengembangan Kurikulum, CV. Cika Aditya Bakti, Bandung, 1993.
Neil, John D. Mc., Kurikulum Sebuah Pengantar Komprehensif, Wira Sari, Jakarta, 1988.
Nurgiantoro, Burhan, Dasar-Dasar Pengembangan Kurikulum Sekolah, BPFE, Yogyakarta,
1988.
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