The learning process has changed totally since the implementation of the distance learning policy (Pembelajaran Jarak Jauh-PJJ). Lecturers and students are required to be able to optimize the internet. This article discusses the process of Maharah Qira’ah using e-learning in UIN Imam Bonjol Padang. This research is a qualitative study by describing data found in the field in depth. The data were collected through Google Forms, observation, distribution of questionnaires through Google Forms, and online interviews through social media and documentation. The results showed that the e-learning media used in Maharah Qira’ah classes are WhatsApp, Zoom, Youtube, Instagram, and Facebook applications, where Whatsapp is more significant than other media. In an effort to realize reading skills, the lecturers designed the lesson by demanding students to understand Qira'ah texts sent through WhatsApp Group, by writing new vocabulary found in the text, recording their readings, and sending them to WhatsApp Group, followed by solving 10 problems, and then discuss them with the lecturers and the other students. This study found that there is a shift in learning maharah qira’ah using e-learning from student center to media center. It means that the process depends on technology is more significant than dependence on teachers. This study also found that learning mahara qira'ah with conventional methods is more preferred by students than using e-learning. Although the teacher explains the material in depth and provides assignments that support student learning.

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<p>Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening <em>al-Islam</em> at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and <em>al-Islam</em> learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, <em>al-Islam</em> lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen <em>al-Islam</em> at higer education.</p>

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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government. Keywords: CEFR, Arabic learning.