<![CDATA[This study aims to analyze the implementation of the cooperative learning model innovation in Arabic language learning and examine its contribution to the participation and Arabic language competence of students in the Arabic Language Education Study Program at Sunan Drajat University, Lamongan. This study uses a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with lecturers and students, and learning documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions using source and method triangulation techniques to ensure data credibility. The results show that the implementation of cooperative learning was carried out through the stages of introduction, group formation, material presentation, group discussions, presentations, clarification, and evaluation. The application of this model showed a positive contribution to active student participation, student academic interaction, and collaborative engagement in learning. In addition, cooperative learning also contributed to the development of students' Arabic language competence, especially in vocabulary mastery, sentence construction, and oral and written communication skills. The collaborative learning environment also helped increase student confidence and reduce anxiety in using Arabic. Thus, cooperative learning can be seen as a pedagogical approach that supports the development of students' cognitive, social, and affective aspects in Arabic language learning in higher education.]]>
