<![CDATA[This study aims to analyze the implementation of the discovery learning method in Arabic vocabulary instruction among eleventh-grade students at MAN 2 Bireuen. This study employed a qualitative approach with a descriptive design. The subjects were an Arabic language teacher and eleventh-grade students in the 2025/2026 academic year. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings showed that discovery learning was implemented through six stages: stimulation, problem statement, data collection, data processing, verification, and generalization. The implementation encouraged students to become more active and independent in learning and supported the development of vocabulary mastery in understanding meaning, pronunciation, writing, and using vocabulary in simple sentences, although contextual understanding remained limited. Supporting factors included students’ active participation, teacher competence, adequate learning facilities, and a conducive school environment, while inhibiting factors included limited instructional time, differences in students’ abilities, and limited use of Arabic outside the classroom. The novelty of this study lies in its comprehensive analysis of the implementation process, vocabulary mastery, and supporting and inhibiting factors at the Madrasah Aliyah level. The findings contribute theoretically to the application of discovery learning in Arabic vocabulary instruction and practically provide an evaluative basis for teachers and schools to develop more active and contextual Arabic language learning.]]>
