The purpose of this paper is to start from an educational reconstruction paradigm to support teachers to always innovate in creating innovative teaching methods, especially in learning Arabic, especially in learning that uses technology, given that education is already in the era of the industrial revolution 4.0, where every Human are required to be technology literate. This study uses experimental research Borg & Gall, the focus is to determine the level of influence of treatment on behavior that arises as a result of the treatment and or as a systematic method to build relationships that contain causal-effect relationships. Based on the results of this study it was found that; First, the combination of the Quiz Team-type Active Learning method with Kahoot is the right ingredient to make it easier for students to learn Arabic by training the four maharah or language skills, namely: listening (istima'), reading (qirā'ah), speaking (kalām). , and write (kitābah) at the same time; Second, the results of this study are in the form of design designs, and the role of educators in implementing the collaboration of the quiz team and Kahoot methods in learning Arabic.

Quiz Team Method; Kahoot; Arabic Language Learning

Adiputra, S., & Mujiyati, M. (2017). Motivasi dan Prestasi Belajar Siswa di Indonesia: Kajian Meta-Analisis. Konselor, 6(4), 150–157. https://doi.org/10.24036/02017648171-0-00

Aflisia, N., Karolina, A., & Yanuarti, E. (2020). PEMANFAATAN APLIKASI KAHOOT UNTUK MENINGKATKAN PENGUASAAN UNSUR BAHASA ARAB. Al-Muktamar As-Sanawi Li Al-Lughah Al-’Arabiyyah (MUSLA), 1(1), 1–17.

Alsa, Y. I. (2004). Pengaruh Kualitas Asset dan Liabilitas Terhadap Kinerja Perbankan Syariah [PhD Thesis]. Program Pasca Sarjana Universitas Diponegoro.

Arini, Y., & Sulistyarini, I. (2021). Improving Critical Reading Ability, Learning Autonomy, and Learning Participation through Kahoot! Application. LEKSEMA: Jurnal Bahasa dan Sastra, 6(1), 91-100.

Borg, W. R., & Gall, M. D. (1983). Chapter 12. The methods and tools of observational research. Educational Research: An introduction (4th Edition). Longman: New York.

Fuadi, F. (2019). Analisis Kesulitan Belajar Bahasa Arab: Al-Lisan: Jurnal Bahasa (e-Journal), 4(2), 161–169.

Hanafiah, N., & Suhana, C. (2009). Konsep strategi pembelajaran. Bandung: Refika Aditama.

Kusumaningrum, E., & Pramudiani, P. (2021). The Influence of Using Kahoot Learning Media on Primary School Students’ Learning Interest in Social Studies. EDUKATIF: JURNAL ILMU PENDIDIKAN, 3(5), 2696-2704.

Krista Graham. (t.t.). TechMatters: Getting into Kahoot!(s): Exploring a Game-Based Learning System to Enhance Student Learning. LOEX Quarterly, 42, 6–7.

Maisaroh, M., & Rostrieningsih, R. (2010). Peningkatan Hasil Belajar Siswa Dengan Menggunakan Metode Pembelajaran Active Learning Tipe Quiz Team Pada Mata Pelajaran Keterampilan Dasar Komunikasi Di SMK Negeri 1 Bogor. Jurnal Ekonomi dan Pendidikan, 7(2), 17197.

Munir, A. S., & Muassomah, M. (2021). PEMBELAJARAN BAHASA ARAB DI ERA PANDEMI: IMPLEMENTASI E-LEARNING DI SEKOLAH DASAR ISLAMIC GLOBAL SCHOOL KOTA MALANG. Lisanul Arab: Journal of Arabic Learning and Teaching, 10(1), 93-102.

Nurdiansyah, N. M. (2020). REVITALISASI PEMBELAJARAN AQIDAH AKHLAK: PENGEMBANGAN KEPRIBADIAN PESERTA DIDIK. JIEGC: Journal of Islamic Education Guidance and Counselling, 1(1), 43-58.

Nurdiansyah, N. M., & Hudriyah, H. (2021). POLICY AND IMPLEMENTATION OF EDUCATION MANAGEMENT BASED ON MADRASAH. AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 5(1), 14-27.

Patokan nilai gain ternormalisasi—Google Search. (t.t.). Diambil 5 Agustus 2021, dari https://www.google.com/search?q=Patokan+nilai+gain+ternormalisasi&oq=Patokan+nilai+gain+ternormalisasi&aqs=chrome..69i57.10733j0j15&sourceid=chrome&ie=UTF-8

Rasydiana, R. (2019). Pengembangan Tes Pembelajaran Bahasa Arab Menggunakan Aplikasi Kahoot di MTsN 2 Kota Malang. Prosiding Konfererensi Nasional Bahasa Arab, 5(5), 437–447.

Sabil, H., & Winarni, S. (2013). Meningkatkan Hasil Belajar Matematika Siswa Pada Materi Persamaan Kuadrat Dengan Metode Belajar Aktif Tipe Quiz Team Di Kelas IX SMPN 24 Kota Jambi. Edumatica : Jurnal Pendidikan Matematika, 3(02), Article 02. https://www.online-journal.unja.ac.id/edumatica/article/view/1581

Sanjaya, W. (2008). Kelebihan Dan Kekurangan Metode Team Quiz. Jakarta: Bumi Aksara.

Sardiman, A. M. (2014). Interaksi & Motivasi Belajar Mengajar (cetakan ke 22). Jakarta: PT. Raja Grafindo Persada.

Silberman, M. L., & Biech, E. (2015). Active training: A handbook of techniques, designs, case examples, and tips. John Wiley & Sons.

Slameto, B., & yang Mempengaruhinya, F.-F. (1995). Cet. III; Jakarta: PT. Rineka Cipta.

Sugiyono, S. (2011). Sugiyono. 2011. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.

Suharsimi, A. (2006). Prosedur penelitian suatu pendekatan praktik. Jakarta: Rineka Cipta.

Sukardi, A. (2011). Metodologi Penelitian Pendidikan Jakarta: Bumi Aksara.

Syofian, S., Setiyaningsih, T., & Syamsiah, N. (2015). OTOMATISASI METODE PENELITIAN SKALA LIKERT BERBASIS WEB. Prosiding Semnastek, 0(0), Article 0. https://jurnal.umj.ac.id/index.php/semnastek/article/view/540

Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004

Yanawut Chaiyo & Ranchana Nokham. (2017). The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system—IEEE Conference Publication. Ieeexplore. https://ieeexplore.ieee.org/abstract/document/7904957