<![CDATA[he significance of comprehensive Arabic language proficiency, especially listening skills (maharah istima’), is very important as a basis for interaction and understanding information. However, learning maharah istima’ in Indonesia still faces various linguistic and non-linguistic challenges, such as the speed of native speakers, the limited vocabulary of students, and traditional teaching methods that are not very interesting. This study aims to explore various strategies for developing maharah istima’ in Arabic language instruction based on a review of both theoretical and practical literature.The method used is qualitative literature research, with data collected from various written sources such as books, journal articles, dissertations, and theses, through scientific databases such as Google Scholar and SINTA-accredited journals. Data analysis was conducted through data reduction, presentation of data according to strategy categories, and drawing conclusions. The research findings identified four main effective strategies: audio-visual media-based strategies, interactive strategies, language environment-based strategies (bi’ah lughawiyyah), and contextual approach strategies. These four strategies, if implemented appropriately, can overcome various challenges in istima’ learning. However, their implementa tion still faces obstacles such as limited facilities and teacher competence.]]>
