<![CDATA[Arabic language learning in Indonesian Islamic higher education continues to face fundamental challenges, particularly fragmented instruction of language skills, limited integration of linguistic components, and weak connections between Arabic learning materials and students’ academic, Islamic, and social contexts. The integrative method offers a strategic approach by connecting the four language skills (istima’, kalam, qira’ah, and kitabah) with linguistic components, including ashwat (phonology), mufradat (lexicon), sharf (morphology), nahwu (syntax), and dilalah (semantics), as well as Islamic values within a coherent learning framework. This article aims to examine the theoretical and linguistic foundations of the integrative method, analyze its implementation models in Indonesian Islamic universities, and identify implementation challenges and development strategies. The study employs a systematic literature review of relevant scholarly articles and research on Arabic language pedagogy, applied linguistics, and integrative learning. The findings indicate that integrative instruction enhances students’ communicative competence, linguistic accuracy, learning motivation, and ability to connect Arabic with Islamic scholarship and real-life contexts. Four models are identified: integrated four-skills instruction, linguistic-component integration, Islamic content-based integration (al-Madkhal al-Takamuli), and technology- and cross-course integration. Challenges include limited instructor competence, rigid curricula, and inadequate authentic assessment. This study contributes a linguistically grounded framework for curriculum reform and sustainable Arabic language instruction in Islamic higher education.]]>
