Needs Analysis for the Preliminary Development of an Authentic Arabic Language Assessment Instrument at MTSS Annur Handep Hapakat Pulang Pisau

This study analyzes the needs that inform the preliminary development of an authentic Arabic language assessment instrument for Grade VIII students at MTsS Annur Handep Hapakat Pulang Pisau. The study used the needs analysis stage of a Research and Development design. Participants included one Arabic teacher and 37 Grade VIII students. Data were collected through a semi-structured interview, a student questionnaire, classroom observation, and document analysis. Quantitative data were summarized using indicator means, while qualitative data were analyzed thematically. The findings show that assessment remains dominated by written tests, textbook exercises, and vocabulary activities. The teacher reported limited access to structured rubrics for speaking and writing, portfolio guidance, and project assessment. Students reported high needs for clear assessment criteria (M = 3.54), speaking assessment (M = 3.51), project and portfolio assessment (M = 3.49), contextual assessment activities (M = 3.49), and feedback (M = 3.46). The study establishes an empirical basis for developing an instrument that combines performance tasks, analytical rubrics, portfolios, projects, and structured feedback. Its contribution lies in connecting teacher evidence and student perceptions within a junior madrasah context before product development.