<![CDATA[The rapid advancement of digital technology has significantly transformed educational practices, particularly in the area of learning evaluation. However, many Arabic language teachers in elementary schools still rely on conventional lecture methods, which often lead to student boredom and low learning motivation. This study aims to describe and analyze the implementation of Quizizz media in Arabic language learning for second-grade students at SD Aswaja, Kediri City. A qualitative descriptive approach with a classroom action research design was employed. The informants consisted of one Arabic teacher and five second-grade students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation. The results show that the implementation of Quizizz media follows four systematic stages: planning flow, design, implementation, and evaluation. In the affective domain, Quizizz was found to increase students’ enthusiasm, motivation, and reduce boredom. In the psychomotor domain, students demonstrated faster and more thorough comprehension of Arabic material, which enhanced their memory retention and understanding. Obstacles identified include limited smartphone ownership, unstable internet connectivity, and insufficient quotas. These findings suggest that Quizizz is an effective and engaging digital tool for Arabic language learning at the elementary level, provided that infrastructure challenges are adequately addressed.]]>
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