<![CDATA[The development of digital technology has significantly transformed learning practices, including language education. One emerging approach in digital learning is microlearning, which emphasizes short, focused, and easily accessible learning content. This study aims to analyze the utilization of microlearning platforms in improving the quality of Arabic language learning in Madrasah and to examine the factors influencing its effectiveness. The research employed a quantitative approach with a descriptive method. The participants consisted of 37 Arabic language teachers from various Madrasah in Riau Province, selected through a random sampling technique. Data were collected using a 25-item Likert-scale questionnaire and analyzed using descriptive statistical techniques to identify trends in microlearning usage and learning quality. The results show that the utilization of microlearning platforms falls into the very high category, with an average score of 51.70 out of 60 (86.17%). Similarly, the quality of Arabic language learning supported by microlearning is categorized as very high, with an average score of 55.32 out of 65 (92.2%). Compared to conventional approaches, which tend to be longer and less flexible, microlearning offers advantages through concise, accessible, and student-centered learning experiences. Furthermore, its effectiveness is influenced by factors such as student engagement and the availability of digital infrastructure. These findings indicate that microlearning contributes positively to enhancing learning effectiveness. Therefore, integrating microlearning can serve as an innovative strategy to improve Arabic language learning quality in the digital era.]]>
