Evaluation of Arabic Learning Using The Kahoot Application In The Pandemic Era Of Covid-19

This study aims to measure the extent of the benefits of technological development as a means of academic evaluation. On this occasion, the researcher chose the Kahoot program as a model, a game-based smartphone learning program used as a school and educational stream designed by two scientists from the University of Norway. Researchers use the program of using the Kahoot program in the implementation process for students participating in Arabic language training courses at the Language Center of the Islamic State University of Sunan Gunung Djati Bandung, the results of the study show that this program is of great use to teachers when they show tables that are more effective and efficient, because of the program. It is easy to use question setting by teachers and teachers. It is reliable and can predict the results of decisions after students have answered questions. Apart from that, this program also provides students with fun games such as game programs and can also be accessed easily via smartphones. Researchers hope that this study’s results can provide additional information and input for teachers to increase the use of technology in the online teaching and learning process, especially during the Covid-19 epidemic, so that the teaching and learning process is more exciting effective.


INTRODUCTION
Among the various problems of learning Arabic in secondary education units, both in junior and senior high schools, are monotonous or less varied learning "models." Learning activities tend to be textbook-centered and oriented and unrelated to the real world of students. The method used is generally the lecture method by giving practice questions or homework. The result of all this is the emergence of boredom in students, and their enthusiasm for learning becomes low (Wahyudin, 2020).
One of the efforts that can be done to overcome this problem is to provide a refresher for teachers on various techniques and the latest learning models. Refresher is more oriented towards practical activities or applying techniques and models, fostering teacher creativity in developing meaningful, engaging, and enjoyable learning.
Acep Hermawan (Hermawan, 2018) states in his book that learning in substance is a teaching activity that is carried out maximally by an educator. The students he teaches certain materials to carry out learning activities well. In other words, learning is an effort made by educators in creating specific material learning activities that are conducive to achieving goals. Thus, teaching and learning activities are carried out in a conducive way. According to Uzaini & Azhar (Mohd Uzaini Mahmood & Muhammad Azhar Zailani., 2017), Arabic is one of the world's languages that has experienced social development and science. Arabic in historical studies includes the Semitic language families, namely the language families used by the nations living around the Tigris and Furat rivers, the Syrian plains, and the Arabian Peninsula (Middle East).
Learning development is inseparable from an educator's responsibility, how the educator transforms his knowledge with existing teaching materials and pays attention to teaching methods that students readily accepted so that goal is achieved following what is expected in the process educators must evaluate Learning (Ridho, 2018).
Evaluation is part of the learning process, which as a whole cannot be separated from teaching activities; carrying out assessments carried out in educational activities has significant meaning because evaluation is a measuring tool or a process to determine the level of achievement of success that students have achieved on teaching materials or the materials that have been delivered so that with the evaluation, the objectives of learning will be seen accurately and convincingly (Ainin, 2016).
The Covid-19 pandemic that has attacked the world recently has had a profound impact on all lines of life, especially education; this can be seen from the policies of almost all public officials in affected countries who have decided to temporarily close face-to-face educational activities, which ultimately force learning to conducted online, educators in doing online learning generally use familiar applications such as google classroom, zoom, etc. (S. R. Febriani & Anasruddin, 2020).
One way that is done by the teacher is using the media for learning evaluation. Various media It can be used by the teacher in evaluation learning both print and media online. Evaluating educators' learning is usually a google form. Still, the writer considers this media to be less simple in its use, especially for educators, because they have to recapitulate the results of students' answers manually. Here, the author tries to introduce and try out another application as an online learning evaluation medium for teaching Arabic, namely the Kahoot application. Kahoot App was created to create better learning media by utilizing technology (Mustikawati, 2019 Ta'lim al-'Arabiyyah : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 4 (2), 2020 One of the online media that can be, which is used is Kahoot. According to Fitriyanisa (Fitryanisa, 2019), Kahoot media is a web tool to create interesting quizzes, discussions, and surveys. Kahoot can be used in class to make more learning interesting, and students are motivated to learn. Kahoot also helps to know students' understanding of the material that has been studying. In research according to Chaiyo & Nokham (Chaiyo & Nokham, 2017) proved that Kahoot is the most popular application as a medium of learning; besides the results of Febriani's research (E. Febriani, 2019), Irwan's research shows that Kahoot can be an alternative media evaluation of interactive learning in schools. Thus, implementation is required interactive learning evaluation media with using Kahoot. So that this application is very suitable for use by anyone who wants to learn to teach and is suitable for assessment, in the features provided by Kahoot, it allows ranks in the world of education including schools, to make trivia quizzes, even these quizzes can be used for evaluation of learning. Students will be more interactive in receiving and running the examinations given so that they are not monotonous and more focused on the material.

METHOD
This study's main objective is to obtain an accurate description or description of the evaluation of learning Arabic using the Kahoot application. The purpose of this research is also to be able to provide a precise explanation of the understanding of individuals and groups in the use of the Kahoot platform as an interactive evaluation media. Following the aims and objectives, this study's research method is qualitative research by conducting direct experiments using the Kahoot platform. The students participating in the Arabic language course program at the Language Center of the State Islamic University (UIN) Sunan Gunung Djati Bandung in class E4, totaling 34 people, were selected because they are currently undergoing language learning. Arabic online so that the authors consider it to be following this study's objectives, namely using contemporary technology in learning Arabic. Regarding the material tested in Kahoot questions, the author refers to the material that has been taught by the instructor, namely mudzakkar muannats material, color material, and number material.

RESULT AND DISCUSSION
In the current technological era, the learning or evaluation process approaches are not effective tends to be detrimental when giving assessments, in the condition that teachers are not only educating teacher students also attended by these habitual learners deeply In the evaluation process, the teacher only provides an answer sheet that must be filled in by the participant's students, after the test process is complete, the teacher must correct the students' answer sheets This usually becomes a polemic when the teacher has to update the answer sheets one by one by one (Khomsah & Imron, 2020). It takes a long time to fix them; this is the process that becomes Exercises in seeing student evaluation results, using superior technology support the development and progress of student learning outcomes. Look at the lack of facilities that can help students see their learning results and make it easier for teachers to improve students' usability functions (Ilhami, 2019). Teacher Can provide facilities that are easy for students to use to measure learning abilities. One of them is by using the Kahoot application. The Kahoot application can be used as a medium evaluation of Indonesian language learning. Teachers can use the Kahoot application as a medium to see the results of students' assessments and evaluate the media. Kahoot easily applies to every teacher, and students will be more interested in working on the questions. The teacher must do that creative and innovative learning; students are more enthusiastic in the learning process (Yusoff et al., 2019).
Before discussing the assessment, we will discuss three terms that are often confused in everyday life: teaching, evaluation, assessment, and testing. The review is the process of gathering information to determine the extent to which predetermined learning objectives have been achieved. This information can be in the form of teachers' opinions, parents, book quality, assessment results, and student attitudes. Evaluation tools can be in the form of tests, questionnaires, interviews, and observations (Afrianto, 2018).
Assessment is all the methods used to collect information about students' knowledge, abilities, understanding, attitudes, and motivation, which can be done through tests and self-assessments, both formally and informally. Testing is a procedure that can be used to assess student performance. The test can be objective or subjective. The test is also a method for measuring a person's ability, knowledge, or understanding in certain areas (Zubaidi, 2020).
The word evaluation comes from the English language evaluation, which in Indonesian means assessment. Evaluation is broader in scope than assessment, whereas review is more focused on specific aspects of that scope. Evaluation and assessment are qualitative, while quantitative measurements are obtained using a standard measuring instrument or instrument.
Learning and learning evaluation processes to determine the value of Learning and Learning carried out using assessment and measurement of Learning and Learning. The definition of measurement in learning and learning activities compares learning and learning success with a quantitative measure of understanding and learning success. The purpose of learning and learning assessment is deciding on the value of learning success and qualitative Learning (Ridho, 2018).
According to Carl H. Witherington (Anwar & Arifani, 2016), "an evaluation is a declaration that something has or does not have value." Wand and Brown also expressed the same thing in (Yusuf & Wekke, 2018), that evaluation means "... referencing the act or process to determine the value of something". Both of these opinions emphasize the importance of value in evaluation. Whereas in evaluation, it is not only related to value but also to mean or to mean. (Sanusi & Sanah, 2019) stated that evaluation is a process for describing an evaluand and judging its merit and worth. So, evaluation is a process to represent students and weigh them in terms of value and meaning.
This definition confirms that evaluation is related to value and meaning. The assessment includes the systematic collection and use of data on a symptom to provide a "value" to these data based on specific benchmarks. In simple terms, evaluation is the process of determining the value of something. The deal is determined based on specific criteria. These criteria can be in the form of ideal results or ideal methods expected from an activity (Daryanes & Ririen, 2020). Evaluation is the final stage of a learning process to determine the learning outcomes that have been The evaluation function can be implemented if the learning evaluation results are used to accreditation educational institutions (Rosidin et al., 2019). To obtain better evaluation results, evaluation activities must be based on the following general principles: 1) continuity, that is, evaluation should not be carried out incidentally because learning Arabic itself is a continuous process. The results of the assessment obtained at one time must be related to the previous time results. 2) comprehensive, namely evaluating an object, the teacher must take all the items as evaluation material.
3) fair and objective, namely, teachers must be honest and not favoritism in carrying out evaluations. Teachers should act objectively, as is according to the abilities of students. 4) cooperative, that is, in evaluation activities, the teacher should cooperate with all parties, such as parents of students, fellow teachers, school principals, including the students themselves. And 5) practical, namely, the evaluation tool used should be a tool that is easy to use by both the teacher himself and others who will use the device (Arifin, 2013: 31).

Lessons Amid The Covid-19 Pandemic
At the end of 2019, the world was stirred up by the emergence of an outbreak that started in Wuhan's city in China; this outbreak spread worldwide; almost all countries were affected by the attack WHO later referred to COVID-19 (Chang & Fang, 2020).
WHO on its official website states that COVID-19 comes from the coronavirus, which is also the virus that causes MERS (Middle East Respiratory Syndrome) and SARS (Severe Acute Respiratory Syndrome) (Khanna et al., 2020); this virus causes respiratory tract infections in humans ranging from cold coughs to more. Serious as a lung infection that leads to death (Sahi et al., 2020).
As for the impact on the world of education, this epidemic has forced governments in affected countries to close educational institutions and shift face-toface teaching and learning to online learning. In Indonesia, this policy was first carried out by DKI Jakarta governor Anies Baswedan, who closed educational institutions in Indonesia. Province since mid-March as reported by online media detik.com.

Kahoot App as a Learning Evaluation media
Media comes from the Latin Medius, which means "middle, intermediary, or preliminary." In Arabic, the media is an intermediary or an introduction message from sender to message recipient (Daryanes & Ririen, 2020). Media is a means distributor of messages or learning information that the message source conveys to the target or message recipient. AECT (Association of Education and Communication Technology, 1997) defines media as everything the forms and channels share messages or information.
Another opinion (Munadi, 2012: 8) states that media is everything that can convey and channel the message from the source planned to create a conducive and capable learning environment efficiently and effectively. Based on several definitions of media, it can be concluded that media is everything in the form of tools or objects to be used to channel messages or information to students to achieve goals, particularly learning. The game design is such that players are required to view from their device frequently. The gameplay is simple; all players connect using the generated game PIN, displayed on a public screen, and use the device to answer questions created by teachers, business leaders, etc. These questions can be turned into reward points. The maker can choose whether the player can get 0 points, up to 1000 or 2000.
The player's points are calculated up to how many the player can get and how long it will take the player to answer. The faster the player responds, the more issues they will get if the player answers correctly. Points then appear on the leaderboard after completing each question. Players can also get streaks, which means they answer more questions in a row. The better their line, the more points they earn for getting the questions right. Kahoot has now implemented 'Jumble.' The jumble questions challenge the player to place the correct order's answers rather than choosing one correct answer. It offers a new experience that encourages more focus from players. In March 2017, Kahoot reached one billion participating players cumulatively, and as of May, the company is reported to have 50 million monthly active unique users.
In the next development, Kahoot, apart from being played via a web browser, can now also be played via a mobile device (smartphone) so that access becomes more comfortable. This is precisely in September 2017, Kahoot launched a mobile application for homework.
As of 2020, Kahoot creators can now use different types of questions. Quizzes are a primary question type (Seftiani, 2019). This requires a question and at least two options, one of which must be marked as the correct answer. Premium adds the possibility to choose between "single select" or "multi-select." Single select means that the player can only select one option and multi-select implies that the user can choose several of the four options presented. True or false variants are also available, with the main difference being only two options (true or false), which are fixed and cannot be changed. Both types do not require any account upgrade. The next type of question is open-ended, meaning that players have to type in the correct answer to get points. The author must select the accepted answer, but he can also set several accepted solutions. The last question type is a puzzle, which requires the player to align four options in sequence, which the maker sets as accurate. For example: sort the countries with the population from the least populated to the most densely populated. At the end of the game, there is an animation of the best three players appearing on the winning podium. Players can rate Kahoot based on their experience. The results showed that this applies more or less helped educators seek a more effective and efficient evaluation because educators could immediately know the ease of this application in its use and the assessment results after the students worked on the questions.