In the learning process, teaching materials are one component that has a substantial role in supporting the success of learning. This study aims to develop Arabic teaching materials based on the Common European Framework of Reference (CEFR) level A1 to improve Arabic language skills at MI Darussolihin and to find out how students respond to these teaching materials. This study uses the Borg and Gall model of R & D research which consists of 10 steps, namely potential and problems, data collection, product design, design validation, design revision, product testing, product revision, usage trial, product revision, and mass production. . This teaching material product was validated by supervisors, teaching materials experts, CEFR experts, and material experts and responded by 14 students of MI Darussolihin Yogyakarta. The quality of CEFR-based Arabic textbooks based on the assessment of the validator team is in the Good (B) category, with a score of 74.47% of the maximum score of 100%. Students' responses to the quality of these teaching materials are included in the good category (B) with an average score of 10.73 from a maximum score of 12 and an ideal percentage of 89.4% from a maximum score of 100%. The results of product implementation in the broad group also have a positive impact with an average pre-test score of 58 and a post-test score of 69. Based on the results of the study, it can be concluded that this CEFR-based teaching material is feasible to be used as an Arabic language teaching material and is effective for improving students' Arabic language skills. Keywords: Development, Teaching Materials, Common European Framework of Reference (CEFR), Arabic Abstrak             Proses dalam pembelajaran, bahan ajar merupakan salah satu komponen yang memiliki peran substansial dalam menunjang keberhasilan pembelajaran. Penelitian ini bertujuan untuk mengembangkan bahan ajar bahasa Arab berbasis Common European Framework of Reference (CEFR) tingkat A1 untuk meningkatkan keterampilan bahasa Arab di MI Darussolihin dan untuk mengetahui bagaimana respon siswa terhadap bahan ajar ini. Penelitian ini menggunakan penelitian R & D model Borg and Gall yang terdiri dari 10 langkah yaitu potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, uji coba pemakaian, revisi produk, dan produksi masal. Produk bahan ajar ini divalidasi oleh dosen pembimbing, ahli bahan ajar, ahli CEFR, dan ahli materi serta direspon oleh 14 peserta didik MI Darussolihin Yogyakarta. Kualitas buku ajar bahasa Arab berbasis CEFR berdasarkan penilaian tim validator termasuk dalam kategori Baik (B), dengan skor 74,47% dari skor maksimal 100%. Respon tanggapan murid pada kualitas bahan ajar ini termasuk dalam kategori baik (B) dengan skor rata rata 10,73 dari skor maksimal 12 dan persentase keidealan 89,4% dari nilai maksimal 100%. Adapun hasil implementasi produk pada kelompok luas juga berdampak positif dengan nilai rata rata pre test 58 dan nilai post test 69. Berdasarkan hasil penelitian dapat disimpulkan bahwa bahan ajar berbasis CEFR ini layak digunakan sebagai bahan ajar bahasa Arab dan efektif untuk meningkatkan kemampuan bahasa Arab peserta didik. Kata Kunci: Pengembangan, Bahan Ajar, Common European Framework of Reference (CEFR), Bahasa Arab

This research is useful to discuss the use of information and communication technology in Arabic learning in Islamic University by using the literature study method with a qualitative descriptive approach. Data sources in this research are research literature and theory books. This study aims to obtain written information related to the use of information and communication technology as a media for Arabic learning in Islamic University. In addition to answering questions about the media that can be used in Arabic learning as an effort by Islamic Universities to make Arabic easy to understand, to know, to practice and like students in their learning. The researcher concludes that with advances in information and communication technology, Arabic lecturers must be able to develop effective Arabic learning models in Islamic university, and use appropriate methods to realize learning objectives, and use media that are compatible with learning methods that are accordance with information and communication technology advancement. information. The development of technology and communication provide great potential to change the way students learn and obtain information. Various learning media that can be used for effective Arabic learning are computer, internet, television, and Arabic e-learning.

Arabic learning must be dynamic following the challenges of the times. The incompatibility between planning and implementing Arabic learning caused by the COVID-19 pandemic has made Arabic learning nonoptimal. This research is oriented to describe E-learning implementation for Arabic learning during the Covid-19 pandemic. This research is library research using a qualitative approach with a descriptive analysis method. The data collection technique in this study was carried out by exploring reference books and journals. The analysis technique uses an interactive data analysis model, which is carried out through data collection, data reduction, data explanation, and conclusions. Based on the results and discussion, it can be concluded that the use of e-learning in learning Arabic during the pandemic can be carried out following the learning implementation plan that has been prepared. This is because e-learning has features that teachers need in four Arabic language skills, namely: listening skills, speaking skills, reading skills, and writing skills.

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Purpose - This study aims to determine the implementation of the extracurricular mumārasah program at MA Ali Maksum and the extent to which the extracurricular mumārasah in improving Arabic speaking skills. Design/methodology/approach - This research is quantitative descriptive. To collect data, researchers used a questionnaire. To test the effectiveness of mumārasah extracurricular, the authors used pre-test and post-test tests. Findings - The study results indicate that implementing extracurricular activities for mumārasah runs with a learning model using direct methods, small group discussions, role-playing, memorizing dialogue, role-playing, and group conversations.  However, the extracurricular implementation is considered ineffective due to several factors, such as the unformed lughāwiyyah and the low discipline level. The mumārasah extracurricular effectiveness test results in improving students' Arabic speaking skills proved effective with a significant increase, namely, 3.388. Originality/value - Extracurricular mumārasah teacher also expected to make rules or agreements discipline with students in class individual, so that students are more disciplined and follow classes with regular. Paper type – Research paper