<p><strong>Abstract:</strong> This research was motivated by the decline in student motivation and achievement in Qiraah Tsanawiyah learning due to the monotonous appearance of the material and limited media innovation and learning time in the classroom. This study aims to develop interactive android learning media. This research method is research and development with the R2D2 model. This research produces interactive android media which contains four components, namely Al-Mufradat, Al-Qiraah Al-Jahriyah, Fahm Al-Maqru ', and Al-Tadrib, which help students improve five intensive reading skills in Arabic, namely understanding vocabulary, understanding sentence patterns, understanding sentence structure, determining main ideas, and mastering text content. The product of this development is suitable for use, both in terms of content, language, and graphics.</p><strong>Abstrak:</strong> Penelitian ini dilatarbelakangi oleh menurunnya motivasi dan prestasi mahasiswa dalam perkuliahan Qiraah Tsanawiyah disebabkan monotonnya tampilan materi dan terbatasnya inovasi media dan waktu pembelajaran di kelas. Penelitian ini bertujuan untuk mengembangkan media pembelajaran android interaktif. Metode penelitian ini adalah penelitian dan pengembangan dengan model R2D2. Penelitian ini menghasilkan media android interaktif yang berisi empat komponen, yaitu Al-Mufradat, Al-Qiraah Al-Jahriyah, Fahm Al-Maqru’, dan Al-Tadrib yang membantu mahasiswa meningkatkan lima keterampilan membaca intensif bahasa Arab, yaitu memahami kosakata, memahami pola kalimat, memahami struktur kalimat, menentukan ide pokok, dan menguasai isi teks. Produk pengembangan ini layak digunakan, baik dari aspek isi, bahasa, maupun grafis.

Problem-based learning (PBL) is seen as a learning strategy that can motivate students to be actively involved in learning. Student motivation and activeness in learning will support student success in achieving maximum learning outcomes. Research related to the effective use of PBL in learning shows that PBL is effective in increasing active student involvement in learning and fostering students' courage to express their opinions. The concept of problem-based learning (PBL) is one embodiment of the constructivism approach and is in accordance with the 2018 State University Malang curriculum named Life-Based Curriculum, because this model was built not to help teachers provide as much information to students (participants students). This PBL model was developed to help students develop thinking skills, problem solving, and intellectual skills. The purpose of this study is to describe the development of problem-based listening strategy learning models, model validity, student activeness, and learning outcomes in the learning process. The method used in this study is classroom action research. The results showed that the PBL model is very valid for use in the listening learning process, increasing student activity in learning, and improving learning outcomes.

The objective of this paper is to conduct a comparative study based on Rusydi Ahmad Thu’aimah’s view between the Arabic textbook for grade 10 of Madrasah Aliyah in Indonesia with 2013 scientific curriculum approach and Al Lughah Al ‘Arabiyah marhalah Mutawasithah Uulaa textbook in Thailand. The aspects compared in this study include language, language skills, vocabulary learning, and nahwu learning. The data collection method used is the documentation method. The analysis steps include data collection and field survey, data reduction, data presentation, and conclusion. The result of this study shows that Arabic textbook in Indonesia adheres better to the criteria based on Rusydi Ahmad Thu’aimah’s view especially in language skills, vocabulary learning, and nahwu learning compared to the Arabic textbook from Thailand which only adheres to the criteria based on Rusydi Ahmad Thu’aimah’s view in the aspect of the language used in the book. Keywords: comparative, textbooks, Arabic, Indonesia, Thailand Abstrak: Penelitian ini bertujuan untuk melakukan studi komparatif berdasarkan pandangan Rusydi Ahmad Thu’aimah antara Buku Siswa Bahasa Arab Pendekatan Saintifik Kurikulum 2013 X Madrasah Aliyah  dari Indonesia dan buku Al Lughah Al ‘Arabiyah marhalah Mutawasithah Uulaa dari Thailand. Aspek-aspek yang dibandingkan meliputi aspek bahasa, keterampilan berbahasa, pembelajaran kosakata, dan pembelajaran nahwu. Teknik pengumpulan data yang digunakan adalah dokumentasi. Tahap analisis yang digunakan meliputi pengumpulan data dan pengecekan lapangan, reduksi data, penyajian data, dan penyimpulan. Hasil penelitian menunjukkan bahwa buku ajar bahasa arab Indonesia lebih memenuhi kriteria berdasarkan pandangan Rusydi Ahmad Thu’aimah dalam keterampilan berbahasa yang disajikan, pembelajaran kosakata, dan pembelajaran nahwu dibandingkan dengan buku Ajar bahasa Thailand. Begitu juga sebaliknya bahwa buku ajar bahasa Arab Thailand lebih memenuhi kriteria berdasarkan pandangan Rusydi Ahmad Thu’aimah dibandingkan dengan buku ajar bahasa Arab Thailand dalam aspek bahasa yang digunakan buku. Kata kunci: perbandingan, buku ajar, bahasa Arab, Indonesia, Thailand

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<p><strong>Abstract: </strong>Textbooks are one of the most important media used in the teaching and learning process. However, in the Digital Arabic Language Textbook Class X MA Published by the Ministry of Religion in 2020 contains errors from morphological and syntactic aspects. To analyze the error, the researcher used descriptive analysis method. The purpose of this study is to identify errors and make justification efforts so that there is no misunderstanding among students. The percentage of errors found at the morphological level is 66% while at the syntactic level it is 34%. The number of morphological errors is greater, namely 46 errors, while the syntax is 35 errors.</p><strong>Abstrak:</strong><em> </em>Buku Ajar merupakan salah satu media yang sangat penting digunakan dalam proses belajar mengajar. Akan tetapi, dalam Buku Ajar Digital Bahasa Arab Kelas X MA Terbitan Kementerian Agama Tahun 2020 memuat kesalahan dari aspek morfologi dan sintaksis. Untuk menganalisis kesalahan tersebut, peneliti menggunakan metode deskriptif analisis. Tujuan dari penelitian ini untuk mengidentifikasi kesalahan dan melakukan upaya pembenaran agar tidak terjadi kesalahpahaman pada peserta didik. Presentase kesalahan yang ditemukan pada tataran morfologi sebesar 66% sedangkan pada tataran sintaksis sebesar 34%. Dengan jumlah kesalahan morfologi lebih besar yaitu 46 kesalahan sedangkan pada sintaksisnya sejumlah 35 kesalahan.