Institutional Repository UIN Sunan Kalijaga YogyakartaMANAJEMEN PENGEMBANGAN TES IKHTIBAR MI‘YAR AL-KAFA’AH FI AL-LUGHAH AL-‘ARABIYYAH PADA PUSAT PENGEMBANGAN BAHASA UIN WALISONGONIM.: 20304021002Hasan BusriauthorThis study aims to analyze the management of the Ikhtibār Mi‘yār al- Kafā’ah fī al-Lugah al-‘Arabiyyah (IMKA) test at the Language Development Center of UIN Walisongo Semarang, with particular emphasis on test development procedures. The study focuses on four aspects: (1) management standards for Arabic language proficiency test development based on management theory, language assessment theory, and language test development theory; (2) the implementation of IMKA test management, particularly its test development procedures; (3) the gaps between the management standards for Arabic language proficiency test development and the existing practices of IMKA test development; and (4) the construction of a conceptual model for IMKA test management based on Arabic language proficiency test development standards. This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and document analysis concerning the implementation of IMKA at the Language Development Center of UIN Walisongo Semarang. The documents analyzed included IMKA guidelines, organizational structure, registration procedures, test schedules, regulations for test takers and proctors, test development documents, participant data, test-result records, and IMKA certificates. The data were analyzed through data condensation, data display, and conclusion drawing and verification. Data trustworthiness was strengthened through source, technique, and time triangulation. The study reveals four major findings. First, the management standard for Arabic language proficiency test development constitutes an integration of management functions and the academic cycle of language assessment, encompassing assessment foundations, assessment development and administration, and assessment quality and sustainability. Second, IMKA implementation is supported by relatively strong institutional and operational capacities, including an organizational structure, the involvement of language experts, a registration system, regular test schedules, regulations for test takers and proctors, collaborative test development, item review and revision, result documentation, and certification. However, the degree of standardization and documentation remains uneven across the academic components of the assessment system. Third, six major gaps were identified: the construct governance gap, competency alignment gap, assessment development governance gap, empirical quality assurance gap, assessment documentation and sustainability gap, and feedback and continuous improvement gap. These gaps primarily concern integration, standardization, traceability, documentation, and the institutionalization of quality assurance. Fourth, based on the synthesis of theoretical standards, empirical strengths, and the identified gaps, this study proposes the MIMKA–TAM Model (Integrated IMKA Management for Assessment and Quality). The MIMKA–TAM Model comprises six major components: Construct Governance System, Competency Alignment Matrix, Assessment Development Governance, Integrated Quality Assurance, Assessment Knowledge Management, and Continuous Quality Improvement System. These components are organized into three layers: Assessment Foundation, Assessment Development and Administration, and Assessment Quality and Sustainability, driven by a continuous cycle of planning, organizing, actuating, controlling, evaluating, and re-planning. The novelty of this study lies in shifting the orientation from test-event management to assessment-system governance by integrating management functions with the academic governance of Arabic language assessment. The model is expected to provide a conceptual framework for strengthening IMKA management and to serve as an alternative reference for developing the governance of Arabic language proficiency testing in higher education institutions.371.2 Pendidikan - Manajemen2026-08-26UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis

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