Penelitian ini bertujuan untuk mengetahui hubungan antara metode pembelajaran Bahasa arab dengan minat belajar siswa SMPIT Insan Cendikia Kampar. Penelitian ini adalah penelitian Kuantitatif dengan pendekatan korelaasional. Penelitian ini dilakukan di SMPIT Insan Cendekia Kampar. Populasi dalam penelitian ini adalah semua siswa SMPIT Insan Cendekia Kampar yang berjumlah 75 sedangkan sampel yang digunakan adalah total sampling. Adapun teknik pengumpulan data yang digunakan dalam penelitian ini adalah menggunakan instrumen angket metode pembelajaran Bahasa Arab dan Angket minat belajar siswa yang telah diuji coba guna menguji keabsahan dan kehandalan butir-butir instrumen yang digunakan dalam penelitian ini, dengan menggunakan uji validitas dan realibilitas serta uji normalitas dan linieritas. Adapun Teknik Pengolahan data menggunakan SPSS 20 dengan teknik editing, coding, tabulasi data dan scoring. Analisis data penelitian ini menggunakan korelasi pearson product moment. Adapun hasil penelitian ini dapat disimpulkan bahwa tidak terdapat hubungan yang signifikansi antara metode pembelajaran bahasa Arab terhadap minat belajar siswa SMPIT Insan Cendekia Kampar, dikarenakan hasil nilai probabilitas lebih besar dari 0.05, yaitu 0.463, 0.527, 0.250, 0.448, 0.452 > 0.05 maka Ho diterima. Artinya Tidak ada Hubungan Metode Pembelajaran Bahasa Arab Terhadap Minat Belajar Siswa SMPIT Insan Cendekia Kampar.

This study aims to analyze and describe the Self-Regulated Learning of Arabic Language Education students at the Universitas Islam Riau. The research method used is a descriptive analysis using the percentage of the Self-Regulated Learning questionnaires through the Moodle discussion forum, which consists of five aspects, that is discipline, confidence, motivation, initiative, responsibility, with a sample of forty-four students. The validity test results using the SPSS 20. There are eight invalid and seventeen valid questions from the twenty-five indicator items after the validity test, so the researchers only used the right questions to test the research object. Based on the Cronbach's Alpha value in the reliability statistics table, a matter of 0.840, this can conclude that these results have a very high level of reliability. The study results indicate that the Self-Regulated Learning of Arabic Language Education students at the Universitas Islam Riau is pretty good in the aspects of self-confidence with a score of 65.7%, aspects of discipline with a score of 72.2%, and aspects of responsibility with a score of 73.1%, And not good in the part of the initiative with a score of 55.1% and motivational elements with 63.8%.

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This study aims to identify the Arabic language curriculum in the Study Program of Islamic Education at the Universitas Islam Riau and Arabic language learning through the heutagogy approach. This research is qualitative research using descriptive analysis method. The study was conducted at the study program of Islamic Education. The study program of Islamic Education as well as social situation. Data collection in this research was carried out in three ways: Interview, Documentation, and Library research. In analyzing data, the writer uses descriptive analysis. The conclusion of this study is that the Heutagogy approach cannot be fully applied in teaching Arabic in the study program of Islamic Education, because the goal of learning Arabic cannot come out of the goals set by the Study Program. However, the spirit of heutagogy can be applied in the process of learning Arabic in the study program of Islamic Education with several Heutagogy approaches.

The importance of expression in the teaching of Arabic is the goal of studying all branches of the language. The importance of expression as a means of communication with others is one aspect of the process of understanding. Expression is not just a set of language skills that any student must master so that he can express what he wants but to express a dimension other than this linguistic dimension, the cognitive dimension. Speech is the second skill of language skills after listening and not every voice speech because speech must be available two words and a benefit, and the voice is composed of some letters, and benefit is what the meaning of meanings in the minds of speakers as expressed by Arab linguists. One of the most important teaching of any language is to speak or express thoughts, feelings and attitudes in the mind, and to confront everyday communication situations. However, the oral expression in the process of teaching the language levels.