Pada masa pandemi Covid-19 ini merubah semua tatanan pendidikan dan pembelajaran, termasuk pembelajaran bahasa Arab. Oleh karena adanya sistem dan tatanan baru ini yakni pembelajaran daring, jadi sangat perlu untuk dievaluasi keberlangsungannya. Studi ini dimaksudkan untuk menjawab permasalahan: (1) Bagaimana implementasi pembelajaran bahasa Arab secara daring pada masa pandemi Covid-19 di MAN 3 Sleman? (2) Bagaimana tingkat ketercapaian evaluasi pembelajaran bahasa Arab secara daring pada masa pandemi Covid-19 di MAN 3 Sleman dengan model Countanance Stake? (3) Mengapa desain perencanan dan pelaksanaan pembelajaran Bahasa Arab pada masa Pandemi Covid-19 di MAN 3 Sleman berimplikasi pada kualitas belajar siswa berdasarkan tinjauan Countanance Stake? Permasalahan itu dibahas melalui studi evaluatif dengan model Countanance Stake. Data diperoleh melalui wawancara, dokumentasi, dan observasi. Analisis data kualitatif proses scanning dilakukan melalui scanning matrix standard intended, dan scanning matrix standard observation berdasarkan logical contingency, yang meliputi antecedent, transaction, dan outcomes. Data kualitatif dianalisis dengan menggunakan model Miles dan Huberman, sedangkan data kuantitatif dianalisis secara statistik deskriptif kemudian dikonversikan dalam bentuk kualitatif untuk menentukan aktualitas ketercapaian.
Hasil analisis data menemukan bahwa: (1) Implementasi pembelajaran bahasa Arab pada masa pandemi Covid-19 di MAN 3 Sleman diimplementasikan dengan membuat RPP pada masa pandemi Covid 19. Media yang digunakan berbasis media komunikasi platform E-Learning, Google Meet, Google Form, dan WhatsApp. Pelaksanaan pembelajaran, diawali kegiatan pendahuluan, kegiatan inti, dan penutup. Adapun metode berbasis student centered dengan pendekatan saintifik. Sedangkan bentuk evaluasi yang digunakan yaitu melalui Google Classroom berbentuk portofolio, penugasan, praktek, dan tulis. (2) Tingkat ketercapaian evaluasi pelaksanaan pembelajaran bahasa Arab di MAN 3 Sleman Countenance Stake saat ini sudah sesuai dengan tujuan, diperoleh kesimpulan sebagai berikut: pertama, hasil evaluasi pada tahap antecedent masuk dalam kategori baik dengan rerata skor sebesar 85.82. Tahap transaction juga dinyatakan berkualitas dengan melihat hasil dokumentasi sebesar 79.46. Pelaksanaan pembelajaran menggambarkan kemampuan guru dalam mengelola pembelajaran sesuai dengan standar proses. Ketiga, hasil evaluasi pada tahap outcomes yaitu hasil penilaiaan autentik siswa pelajaran bahasa Arab masuk dalam kategori baik, sebesar 84, dengan melihat siswa yang lulus di mana 100% siswa memenuhi KKM. (3) Berdasarkan tinjauan Countanance Stake, perencanaan pembelajaran yang dibuat guru menggambarkan kemampuan guru dalam merencanakan pembelajaran bahasa Arab sehingga berimplikasi pada kualitas hasil belajar siswa yaitu prestasi siswa yang gemilang, siswa menjadi komunikatif, siswa menjadi terampil dalam mengembangkan kecakapan hidup, siswa menjadi lebih interaktif, siswa mampu memecahkan masalah, dan siswa menjadi terampil dalam menggunakan media pembelajaran daring.

ABSTRACT:
During the Covid-19 pandemic, due to this new system and daring learning order, all of its education and learning order has changed, including Arabic learning, so it is necessary to evaluate its sustainability. This study is intended to answer the problem: (1) How to conduct arabic learning daring during the Covid-19 pandemic at MAN 3 Sleman? (2) What is the level of achievement the evaluation of Arabic learning daring during the Covid-19 pandemic at MAN 3 Sleman with the Countanance Stake model? (3) Why does the design of arabic planning and learning during the covid-19 pandemic at MAN 3 Sleman have implications for the quality of learning based on the countanance stake model?
This problem will get from evaluative studies with Countanance Stake Model. Data is obtaines from interviews, documentation, and observations. Process using by qualitative data analysis of the scanning from standard intended matrix scanning, and scanning matrix standard observation based on logical contingency, which includes antecedent, transaction, and outcomes. Qualitative data is analyzed using miles and huberman models, while quantitative data is analyzed with statistically descriptive using the percentage formula, the value of the percentage calculation (%) then converted in qualitative form to determine the actuality of harpability.
The results of data analysis found that: (1) The implementation of Arabic learning during the Covid-19 pandemic at MAN 3 Sleman was implemented by making RPP during the Covid-19 pandemic. The media used is based on the communication media platforms E-Learning, Google Meet, Google Form, and WhatsApp. Implementation of learning, beginning with preliminary activities, core activities, and closing. Student-centered methods with scientific approaches to make learning active, creative and contextual. While the form of evaluation used by Google Classroom in the form of portfolio, assignment, practice, and writing. (2) The level success this evaluation by the implementation of Arabic learning at MAN 3 Sleman with Countenance Stake model is currently in accordance with the objectives, the following conclusions are obtained: first, the evaluation results at the antecedent stage fall into the category of good with an average score of 85.82. The transaction stage is also declared qualified with consideration of seeing the results of documentation of 79.46. Second, the implementation of learning describes the ability of teachers in managing learning still not in accordance with the standards of the process. Third, the results of evaluation at the outcomes is the results of authentic assessment of Arabic language students in the good category, amounting to 84, by looking at students who graduated with 100% of students met the Minimum Completion Criteria (KKM). Based on the Countanance Stake model, planning of the learning made by the teacher to describes teacher's ability to plan Arabic learning so that it has implications for the quality of student learning outcomes, namely resounding to student achievement, students become communicative, students become skilled in developing for life skills, students become more interactive, students are able to solve problems, and students become skilled to using in daring learning media.