Pandemi Covid-19 mendorong pemerintah untuk terus berupaya menemukan strategi pembelajaran daring yang tepat melalui pemanfaatan teknologi informasi komunikasi (TIK). Salah satunya adalah penggunaan aplikasi Google Form. Penelitian ini bertujuan menyelidiki pembuatan dan penggunaan evaluasi pembelajaran melalui Google Form. Penelitian ini menggunakan metode evaluatif dan pendekatan kualitatif untuk menghasilkan data terkait penggunaan Google Form dalam pembuatan evaluasi pembelajaran mufradat bahasa Arab. Hasil penelitian membuktikan bahwa Google Form layak digunakan sebagai media evaluasi pada proses pembelajaran mufradat bahasa Arab, di mana skor validasi ahli media adalah 81,5% pada kategori sangat valid dan skor validasi ahli materi adalah 85,3% pada kategori sangat valid.   The government continues to aggressively implement several strategies and learning models along with the outbreak of the Covid-19 virus. So that currently there are models and strategies in education which must carry out online/online learning processes by utilizing technology media (ICT). At this time technology continues to develop rapidly and up-to-date, this requires educators to be able to take advantage of it. Through these developments, besides being able to be used for the learning process, it can also be used in learning evaluations, and an easy-to-use application in this case is Google Form. The purpose of this research is to find out how to use and make learning evaluation media with the help of Google Form. By using evaluative methods and qualitative approaches, it is expected to be able to produce data in the form of how to use or utilize Google Forms in evaluating Arabic learning and how to make it. The results of this study in dicate that Google Form is appropriate to be used as an evaluation medium in the Arabic mufradat learning process. This is reinforced from the results of the responses sourced from the validation of media experts, which obtained a score of 81.5% which was included in thecategory very valid, after that from the material expert validation with a score of 85.3% which was included in thecategory very valid.

ISMUBA is an acronym of al-Islam, Muhammadiyan, and Arabic teaching, is a combination of compulsory subjects that are the peculiarities and advantages of Muhammadiyah schools-madrasahs compared to other schools-madrasahs. The ISMUBA curriculum follows the level of education from elementary to high school. Related to the rise of social phenomena that linked to deviations in the application of Islamic religious teachings in Indonesian society, one of which became a polemic, namely intolerance, the existence of ISMUBA became significant to review. This is because Muhammadiyah has more than a thousand high school-level schools-madrasah spread throughout Indonesia, so it is worth exploring how the ISMBA curriculum affects learning about tolerance for adolescents. The research method used in this research is a qualitative method with a literature review approach. Literature review in this study using integrative reviews Baumeister & Leary. The results of this study show that the ISMUBA curriculum has contained material related to tolerance and invitations to appreciate the differences that Allah Swt. has created, but the arguments that support this issue still need to be added. For example, the main proposition used in the learning of tolerance, refers to verses 10 and 12 of Surat al-Hujurat, but does not include verse 11. This makes the explanation of the aspects that students should avoid in order to be tolerant less comprehensive.

A challenge as well as a new breakthrough for Arabic language teachers to change the mindset that Arabic lessons are easy lessons to learn. One of them is by implementing learning media based on Autoplay Studio in Arabic language learning. The learning process by utilizing this media is not only fun, interactive but also challenging because it will have an effect on increasing the competence of students and the creativity of educators. Arabic learning at the SMP/MTs level is directed at mastering language skills (maharah al-lughah), which includes 4 skills including: 1). listening (maharah al-istima '); 2). speaking (maharah al-kalam), 3). reading (maharah al-qiraah), and 4). writing (maharah al-kitabah). These 4 skills cannot be achieved without having skills in good vocabulary mastery, because the quality of a person's language skills depends on the level of proficiency and the amount of vocabulary he has. This study uses the Research and Development (RD) Borg and Gall model. Sources of data in this study obtained by means of interview techniques, observation, and documentation. The results of this study are that teachers and students want the development of interactive multimedia-based learning media based on Autoplay Studio for Arabic vocabulary mastery for class VIII. The results of the assessment can be seen that the value of the overall media feasibility aspect is with an average value of 84.5 which means this media is in the score range of 81-100 reaching a scale of 5 with a very good category (very decent). Thus, it can be concluded that the interactive media based on Autoplay Studio that was developed is very suitable for use by class VIII students at SMP Muhammadiyah Imogiri.