The purposes of this study were to describe and analyze the strategies for improving the quality of Arabic language education in BLU State Islamic Higher Education at UIN SATU Tulungagung and UIN Maliki Malang. The main problem faced by BLU (Public Service Agency) organizers, including PTKIN (State Islamic Higher Education Institution) that has BLU status, is the lack of alignment in understanding among stakeholders. UIN SATU Tulungagung and UIN Maliki Malang have successfully implemented specific strategies in managing their BLU campuses. This qualitative study used theoretical orientation/perspective analysis method with a phenomenological approach. The strategies implemented in UIN SATU Tulungagung included: a) Forming a BLU acceleration unit, b) Funding for improving the quality of Arabic language education which came not only from UKT, and c) BLU UIN SATU Tulungagung supported the improvement of the quality of Arabic language education with a principle of not being profit oriented. The strategies implemented in UIN Maliki Malang consisted of three strategies: a) National Contribution, providing solutions to community problems while considering the priority of achieving UIN Maliki Malang's target criteria; b) International Reputation, accelerating the achievement of UIN Maliki Malang's target criteria as a research university and world-class university; and c) Organizational Transformation, ensuring the successful implementation of PKBLU by adhering to the principles of transparency, accountability, responsibility, independence, and fairness.

Social reality is an interesting issue in Arabic learning in madrasas because students can connect the subject matter with the phenomenon in the community. The purpose of this study was to analyze the success of MA Sirojut Tholibin Bacem Sutojayan Blitar in implementing social reality-based Arabic learning. It is qualitative research with an exploratory approach and phenomenological analysis. This study used the theory of social reality initiated by Paul Ricoeur (in 1973). The principal of Paul Ricoeur said that human actions in social reality are symbols of language, while these symbols invite certain thoughts and interpretations. The results of this study indicated that MA Sirojut Tholibin had succeeded in implementing social reality-based Arabic learning. The students’ Arabic language competence is increasing through social reality approaches such as learning ethics, juvenile delinquency, and the influence of social media. The learning media used included news articles, newspapers, websites, and scientific articles.