The Development of Assessment Rubric of Arabic Language Writing Based on National Qualifications Framework of Indonesia

: National qualifications framework of Indonesia needed to be technically elaborated and more operational (KKNI). Academic writing at the university level is difficult to measure without using a rubric. One form of this technique was the creation of an assessment rubric. This article aimed to develop an assessment instrument in the form of a rubric that focused on Arabic academic writing skills for undergraduate students based on the KKNI. The development research method was used with a convergent parallel mixed method model. The data were taken from three tertiary institutions consisting of 1 state university and 2 private universities. Data in the form of needs analysis results, expert analysis


Introduction
Undergraduate students in the field of Arabic language education are required to be able to deliver a competencies in the form of knowledge, attitudes, general skills and Based on the Indonesian National Qualifications Framework these skills need to be measured to determine their achievement. 10 Some research shows that the form of assessment to measure tho goal of academic writing in Arabic does not have the right format. 11 The facts, there is no standard measuring instrument for assessing and evaluating the ability to write Arabic academic works in teaching academic writing, 12 even though, evaluation in learning is an important element for measuring achievement of objectives (CPL) in Arabic academic writing. 13 One of the measuring tools that is widely used in measuring writing ability is a rubric. Rubrics are used to measure and assess student assignments and performance. In general, the Rubric is a tool that is implemented to see the development of student learning in tertiary institutions. 14 For teachers, an accurate rubric needs to be developed, 15 In his research, Jeong shows that with rubrics, teachers are able to maximize student performance levels more accurately.
For performance-based assessments, rubrics are the primary tool for measuring the reliability, validity, and transparency of assessments.
Rubrics are used to increase the level of transparency in assessments and reduce subjectivity in assessments. 16 A well-designed rubric can help students identify their strengths and weaknesses and can increase the objectivity of their work. 17  emphasizes skills requires an assessment rubric that can maximize excellence in Arabic writing skills. 18 Much research has been conducted on the development of rubrics, but not much has focused on the Indonesian National Qualifications Framework (KKNI). KKNI is a higher education curriculum published by the Government of the Republic of Indonesia in 2012. 19 KKNI focuses on tertiary education graduates to be able to have attitudes, knowledge, general skills, and special skills. 20 The application of KKNI in learning is not without obstacles. Assignments that arise as a result of implementing the KKNI are felt among undergraduate students. 21 Especially in assignments that require academic writing. 22 The term academic writing was first conducted by Bailey. Academic writing in every university has always been a requirement in completing the final project. Students at the University use the results of academic writing in various models, methods, and forms. 23 The fact that academic writing at the university student level begins with a paraphrase, 24 and can be developed by any models of learning such as contextual learning model, 25 also by developing the participation of fellow students in academic writing in the form of peer review. 26 In this study, the focus and phenomenon discussed is the Arabic academic writing assessment rubric which tends to not have clear assessment guidelines. This topic is very important for two reasons; academic writing that does not yet have a concrete rubric assessment guide and measuring the criteria for Arabic academic writing has not been widely studied.
Many studies on the development of assessments, rubric, academic writing have been carried out, as bacha researched; improve academic writing skills. 27 Faieza Chodwury, using an assessment rubric in the classroom. 28 Hartik, HOTS-based assessment. 29 Jeong, Rubric in class. 30 Silvestri, using a rubric to increase test reliability. 31 But none have focused on the development of National Qualifications

Framework of Indonesia (KKNI)-Based Arabic Language Writing Assessment Rubric
For Graduate Program Students. Some of the research above focuses on developing language proficiency rubrics, namely writing. There are some limited studies related to the development of applicable curriculum-based rubrics, therefore, this study intends to obtain a rubric that is in accordance with the IQF (KKNI) for Arabic academic writing.
There in lies the novelty of this study. Based on this novelty, in this study it is necessary to ask two research questions; First, what are the students' needs for the development of IQF-based (KKNI) assessment rubrics? This research question can be answered using a survey method based on the results of a needs analysis at the 3 Universities where the trial was conducted. Second, how was the Arabic language academic writing assessment rubric based on the IQF (KKNI) developed? This can be generated from the trial process and expert review.

Methods
The method used in this research is a Dick and Carey development research which focuses on developing assessment rubrics. The development technique used a convergent parallel mixed method where researchers combine qualitative data with quantitative data together. 32 Research development begins with exploring the needs analysis 33 for the preparation of a rubric which is derived from the KKNI which adapts to the needs of undergraduate students in Indonesia, especially in Arabic language education study programs. Researchers use this type of research because of the level of complexity of research that requires a lot of data. This development research requires a lot of data such as; results of needs analysis surveys, expert review results, and trial results in tertiary institutions.
There are three types of research data, the first of which is in the form of numerical results of the rubric-based assessment instrument needs analysis. The data was generated from 93 respondents. The second is in the form of the results of expert analysis of the developed rubric. 34 There are two experts involved in this development, material experts and evaluation experts. The third is the data from the instrument reliability test results for use. Reliability tests were conducted in three tertiary institutions; two private universities and one public university. One state University is; Jakarta State University which is located in DKI Jakarta, the two private Universities are; Muhammadiyah Sidoarjo University, and Muhammadiyah University Prof. Dr. Hamka. Demographically, the location selection has represented the island of Java, and there has been an independent learning collaboration (MBKM) so that it makes it easier for researchers to carry out this research process.
In the development research stage, various instruments are needed. instrument to get accurate data the researcher made a needs analysis to explore the initial data. 35  in the form of a statement with a Likert scale of 1-5. The data obtained is then processed with a tabulation process so that it is found which indicators are strong and become the reason for researchers to form indicators in the rubric to be developed. Able to make words (Al-Kalimah) properly and correctly both in Indonesian and Arabic 3.
Able to make sentences (Al Jumlah) correctly both in Indonesian and Arabic 4. Able to make written text with three parts; introduction, discussion, and conclusion in Arabic 5.
Able to make abstracts in Arabic 6.
Able to operate the Rapid Typing program to launch Arabic Typing with 7.
Understand digital Arabic learning applications on Android, Windows, and IOS operating systems 8.
Understand the use of Mendeley Citation Software to perfection in every academic writing assignment 9.
Have an understanding of using google translate The table 1, is a reference for researchers to formulate rubric indicators and determine the brown analytic score. In addition to the needs analysis instrument, the authors created an expert test instrument to test the reliability of the developed Arabic academic writing assessment rubric. These two instruments became data collection tools to answer the first research question, namely, what is the Arabic academic writing rubric?
After the data was collected, data analysis was carried out using a tabulation process to find out which indicators were very strong to be used as points in the Arabic academic writing assessment rubric.

Results and Discussion
This research produced several findings. Based on the research questions, the first is how the rubric was developed. Analysis of students' needs for learning Arabic academic writing is one of the powerfull foundations for developing an assessment  There are several points that must be measured in assessing the results of academic writing. In his research he stated that academic writing should be assessed from the following points: 1) quality and scope of content, 2) organization and presentation of content, 3) style and form of language, and 4) mechanics and grammar. 39 These assessment components can be formulated in digital form. As with Mahmudi's research, he developed a G-Form-based assessment of Arabic learning. The results of his research concluded that the G-Form can be an alternative measurement tool in learning Arabic. 40 In general, it can be concluded that the things that are needed by students of the Arabic language education study program in Arabic academic writing need an emphasis on sentence-making exercises as the basis for compiling paragraphs in both Indonesian and Arabic with support in the form of platforms and detailed guides and utilizing various media to be able to create a learning atmosphere and a good learning environment. Based on this needs analysis study, it is necessary to develop an academic writing assessment rubric that is in accordance with the Indonesian national qualifications framework. 41 Below is a table which is the result of the needs analysis that was carried out in the early part of this study. The criteria column shows a focus on what will be assessed, such as; make sentences in Indonesian and in Arabic, be able to understand Arabic academic writing, be able to understand reading results from articles and draw conclusions, be able to implement paraphrases, be able to manage reference sources with tables, and be able to organize these reference sources in an application. The indicator section is an elaboration of an analytic score that measures exactly how many points students will get under conditions that match their weight.   The significance of these measurements is strengthened by the table 5, namely the   Paired sample t-test table for rubric effectiveness. In the data below (table 5), a significance value (2-tailed) is obtained at 0.000 (p <0.05). So that the pretest and posttest results experienced significant changes. Thus it can be concluded that the IQFbased Arabic academic writing assessment rubric that was tested in the UHAMKA, UNJ, and UMSIDA Arabic Language Education Study Programs was effective in improving students' Arabic academic writing skills. confidence of a writer, especially if the writer is an undergraduate student. In his research, Shen explained that an effective form of assessment is using peer assessment. 43 However, this peer assessment is hindered by accurate measuring instruments so that the writing component that will be assessed by peer assessment will be hampered. This was explained in Syamsi's research, 44 that to maximize the process of peer assessment of writing. So we need a mechanism in the form of a rubric. 45 Rubric is one of the supports for successful writing. In his research, Ting believes that in addition to measuring instruments, it is closely related to digital literacy. The higher the student's digital literacy rate, the better the product they write will be. 46 Academic writing for undergraduate students is an obligation and a necessity, moreover the State has described it in the form of the Indonesian national qualifications framework (KKNI). 47 Arabic academic writing ability is a special skill that must be mastered by students who study Arabic. Its not easy to assess the academic writing product. 48 The complexity of academic writing is illustrated by the components that accompany academic writing, such as mastery of digital literacy, mastery of reference management systems, how to quote, how to paraphrase, how to summarize, and give arguments. 49 Based on the several studies above, the results of the development of the Arabic academic writing assessment rubric are expected to fill the gaps in the field of assessment in learning Arabic, especially for undergraduate programs in Indonesia. The findings of this study strongly support, strengthen and complement research on how to improve academic writing skills, one of which is using a rubric for assessment. As Bacha 50 researched; improve academic writing skills. This study also proves that the use of rubrics in the classroom can make it easier for lecturers to accurately assess academic writing, as researched by Faieza; 51 using a scoring rubric in the classroom, in line with Jeong's 52 research which implemented a digital rubric in the classroom. The development of this digital rubric needs further research.
The results of this study prove that Arabic language academic writing must be assessed using HOTS. This study complements Hartik's 53 research which focuses on HOTS-based language learning assessment. At the end of this discussion section, the researcher stated that the formation of the Arabic academic writing assessment rubric was to increase the reliability of the assessment. As Silvestri's 54 research uses rubrics to increase test reliability. As an implication of this finding, if this rubric is used, it will make it easier for lecturers who teach IQF-based Arabic writing courses in Indonesia, considering that there has not been any development of IQF-based Arabic writing rubrics in Indonesia. As a limitation, this study requires a broader testing process to strengthen the reliability of the scoring rubric. the trial process that has been carried out has only focused on 3 tertiary institutions. Furthermore, this research will be developed into a web-based assessment application development.

Conclusion
The most important thing found in this study is the phenomenon of the needs of students and lecturers regarding the IQF-based (KKNI) Arabic academic writing assessment rubric. Based on need analysys report, it is clearly noticed that students need an understanding of academic writing that focuses on technical skills such as writing sentences and developing them in paragraphs. Some of these findings are outlined in the form of an Arabic academic writing assessment in the form of a rubric in order to accurately measure students' ability to write Arabic academic writing. These findings are in accordance with the theory of assessment in learning to write a foreign language (brown, jeong, etc). Rubrics have been developed through a dick and carey instructional development mechanism. Where the rubric focuses on students' special abilities in developing paragraphs in two languages (Arabic-Indonesian). The development process was followed by needs analysis, expert review analysis to test the validity and reliability of the developed rubric. This rubric that has been developed puts forward the objectivity of assessment of the results of Arabic academic writing for undergraduate students.
Using a range of numbers as a reference for the assessment of Arabic academic writing. Furthermore, rubrics that had been developed and declared reliable were tried out in three universities. The results of these trials resulted that each tertiary institution has different characteristics in assessment. The drawbacks of this study are that it takes a long time and requires trials at more universities to further reassure the reliability of this rubric.

Acknowledgment
A word of gratitude was conveyed definitely to the; a. Ministry of Education and Culture for the funding of this research, b. Lemlitang UHAMKA; Research Center of Universitas Muhammadiyah Prof. Dr. Hamka, for providing financial assistance to the author, c. Postgraduate study, Universitas Negeri Jakarta, for providing data and the location of the test site

Author Contributions Statement
In this research article, EB, KS and IM contributes to carrying out all of the research, especially in preparing instruments, choosing the experts Judgements, and AK contributes on reporting research results into an interesting article to read.