This study aims to examine the challenges and obstacles faced in using WhatsApp as an online Arabic learning center and efforts to overcome them. The data from this qualitative study were obtained from observations of 71 students and 2 Arabic language teachers. The data was then validated and strengthened by interviews with 5 students and 2 Arabic language teachers. The results of this study show that the challenges and obstacles in using WhatsApp as an online Arabic learning center do not only come from students, student guardians, and teachers but can also come from the limitations of the WhatsApp application itself such as the maximum file size limit that can be sent and the record button prone to be canceled. In overcoming the existing obstacles, the teacher converts the files to be sent first, lowers the level of questions in assignments, pays attention to the accuracy of students' answers in doing assignments, and collaborates the use of WhatsApp with Google Drive and Instagram. Finally, by looking at the role of the WhatsApp application in the current learning process, the researcher hopes that the WhatsApp application developer will consider to provide WhatsApp for Education like WhatsApp for Business which has existed for a long time.

The concept of Imam Mahdi is a concept of a character who will appear at the end of time and is awaited by his people. In the discussion of Imam Mahdi in the Shia Imamiyah, it is explained that what is meant as Imam Mahdi is Imam Hasan al-Askari, namely the last Imam of the Shia Imamiyah who in his childhood disappeared and is believed to appear as Imam Mahdi at the end of time. The concept of Imam Mahdi has similarities and differences with the concept of Imam Mahdi in Ahlussunnah, Messiah in Judaism, and Jesus in Christianity. The similarity is that all will emerge at the end of time to strengthen each other's religions, while the difference is the character that each concept means is different. The Shia Imamiyah teachings explain that Imam Mahdi will act as 1) Heir and World Leader as described in Surah al-Qashash verses 5-6. 2) Reinforcement of Religion at the End of Time is found in Surah al-Nur verse 55 and Surah al-Taubah verse 33.3) Witnesses for its people are found in Surah al-Nisa verse 41, Surah al-Nahl verses 84 and 89, and Surah al- Qashash verse 75.

Learning is a process/effort/activity carried out by the individual to obtain a change in personality or behavior. The current learning process seems like a teacher filling an empty glass, or like a mother feeding her child food. The theory of learning humanism arises with the aim that learners can become responsible individuals, attentive to their environment, and have emotional and spiritual maturity. This article is a literature study and uses qualitative descriptive methods and tries to examine the theory of humanism learning and its implications in Arabic language learning. The results showed that humanism learning theory can be applied by formulating clear learning objectives, working on the active participation of learners, encouraging learners to think critically and dare to express opinions, and how a teacher in the learning process tries to understand the learner's way of thinking and give them an opportunity. And with the implementation of the theory of humanism learning, students are expected to be individuals who have good academic ability and morals so that in the future will reduce the problems and social deviations that exist; able to develop their abilities both in terms of cognitive, affective, and psychomotor as well as being responsible individuals and having emotional maturity and being able to actualize themselves; students become more motivated to acquire new skills, skills and wider knowledge in Arabic language learning.

To realize the effective learning of reading skills, of course, it takesmedia or good learning materials. That way, learning of reading skills willnot feel boring for teachers or students. One of the alternatives that can beused in learning of reading skills is the stories in the Qur’an that are full ofeducational values. This research aims to find alternative learning of readingskills with stories in the Qur’an. This research is a type of library research.The results of this study show that with perfection and privilege in terms oflanguage that the Qur’an has, allows everyone to delve into this especially inArabic learning, especially reading skills. This can be applied in the learningof reading skills by practicing reading (converting the symbol of writing intosound) and understand what is in the reading with the stories in the Qur’an.Both aspects are very important in reading skills. Among the stories in theQur’an that can be used as an alternative in the learning of reading skills isthe story of the patience of the prophet ‘Ayyub in surah Al-Anbiya’ verses83-84, the story of the obedience of the prophet Ibrahim and the prophetIshmael in surah As-Shaffat verses 100-111, the story of the prophet Musawho helped two women drink his cattle in surah Al-Qashash verses 21-24 andthe story of Qarun who was so arrogant that the earth was swallowed upin surah Al-Qashash verses 76-86. Other stories contained in the Qur’an canalso still be used as the alternative learning of reading skills while sticking tothe goal of learning to be achieved.