Evaluation of Arabic Language Teaching Curriculum at STIBA Ar Raayah Sukabumi Based on Current Language Readiness Using the CIPP Model Approach/تقويم منهج تعليم اللغة العربية الحالي في قسم الإعداد اللغوي بمعهد الراية العالي في سوكابومي وفق نموذج الواقع والمدخلات والتنفيذ والنتيجة

This research aims to evaluate the current Arabic language teaching curriculum at the language preparation level at STIBA Ar Raayah Sukabumi using the Context, Input, Process, and Product (CIPP) approach. The researcher used a qualitative approach to obtain data facts in the research field, and the research method used was a descriptive method based on case studies. There are three data collection methods: (1) observation of supporting activities at the university, (2) interviews with those in charge of the Language Preparation level, teachers and students, and (3) document study. The results of this research are as follows: The current Arabic language teaching curriculum in the Language preparation department is based on the standards contained in these theories, except for several aspects: Some educational tools have not been activated, and several language problems have not been resolved. The preparation department has achieved the planned and desired goals and has analyzed student needs and study-level requirements at STIBA Ar Rayaah Sukabumi.