Defining the Minimum Completeness Criteria (KKM) is the first stage of implementing learning outcome assessment as part of curriculum development. Students are said to succeed in a subject if they achieve the minimum completeness criteria specified in the syllabus. This research aims to study the procedures and the method used to defining the minimum completeness criteria for Arabic lessons at Al-Fattah Elementary School, Batu, Malang. This study used the descriptive-qualitative method. Data collection methods include observation, interviews, and documentation. The results indicate that defining the minimum completeness criteria for Arabic lessons in Al-Fattah Elementary School follows two procedures. First, the Subject Teachers’ Consultation Council (MGMP) defines the minimum completeness criteria at the beginning of the school year, and for each basic competency (KD), its standard is 67, and Arabic language lesson have a standard of 71. Secondly, the minimum completeness criteria that have been defined are published for all Arabic teachers. The process of defining minimum completeness criteria in this school uses the value range method to assign the level of complexity, level of students’ absorption capacity, and efficiency level of auxiliary resources, and then calculates it using the appropriate formula to get the exact score.
<em><span lang="IN">Andalusia is one of the most magnificent centers of Islamic civilization. Its beauty is said to be able to match the beauty of Baghdad and Constantinople. This makes Andalusia as one of the centers of world civilization. Physical and architectural development in Andalusia advanced and developed during the leadership of Abdurrahman An-Nashir (912-961M). This is because apart from being proficient in politics, Abdurrahman III is also known to be proficient in the field of development planning. This study aims to explore further the role of Abdurrahman An-Nashir in advancing architecture in Andalusia, as well as the impact of these advances in various fields. Some of An-Nashir's efforts in advancing Andalusian architecture were urban planning, building mosques, building palaces, and establishing universities and libraries. This policy has positive impacts in various fields, including advancing the education sector, improving the economy, maintaining government stability, and contributing to the legacy of civilization.</span></em>
Behaviorist-Structural theory is one of the important theories in language learning. This theory is a meeting between behavioral theory in psychology and structuralist theory in linguistics. The combination of these two theories not only creates new principles and views, but also has an impact on the development of language learning, especially second languages. This study aims to describe the behavioralist-structural theory view and its application in Arabic learning. This research is a conceptual study using descriptive-qualitative method. The results of the study show that several learning models that can be applied based on the Behaviorist-Structuralist view are: 1) Repetition of speech and conversation in Arabic, 2) Practice repeating speech with replaced isim/fi'il, 3) Practice expanding sentences patterns, and 4) Exercises for manipulation of isim/fi'il sentences. According to the behavioralist-structuralist view, the teacher and the environment play a major role in the success of learning Arabic as a second language, both in the formal (school) and informal environment (home/family).
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