EVALUATION OF ARABIC LANGUAGE LEARNING FROM THE PERSPECTIVE OF ISLAMIC PSYCHOLOGY

Abstract

Evaluation in Arabic language learning plays a crucial role in assessing not only students' linguistic competence but also their cognitive, affective, and psychomotor development. From the perspective of Islamic psychology, evaluation serves not only as an assessment tool but also as a means of character building, enhancing learning motivation, and internalizing spiritual values. This study aims to analyze the concept and implementation of Islamic psychology-based evaluation in Arabic language learning. The study employs a qualitative approach through library research by examining various scholarly sources, including nationally and internationally reputable journal articles, books on Islamic educational psychology, educational evaluation, and references on Arabic language learning published between 2015 and 2026. Data were analyzed through the processes of data reduction, categorization, synthesis, and thematic interpretation. The findings reveal that evaluation based on Islamic psychology possesses distinctive characteristics compared with conventional evaluation, as it integrates academic, spiritual, moral, and social dimensions in a balanced manner. Its implementation is reflected through reflective discussions, project-based assessment, authentic assessment, value-oriented daily evaluation, self-assessment, peer assessment, and performance-based tasks that connect Arabic language skills with the practice of Islamic values. The findings also indicate that this evaluation model enhances students' learning motivation, self-reflection (muhasabah), sense of responsibility, academic integrity, critical thinking skills, and meaningful Arabic communication abilities. By integrating the concepts of tarbiyah (holistic education), tazkiyah (spiritual purification), and muhasabah (self-accountability), evaluation is no longer viewed merely as a process of measuring learning outcomes but rather as a holistic instrument for character development and the comprehensive enhancement of learners' competencies.