<![CDATA[Background of this study is that linguistic landscape does not merely function as visual decoration, but also represent as the values, identity, and education of the institution. However, the meanings and function of these Arabic signs have not been sufficiently explored through a semiotic perspective. This study aims to find out the meaning and forms of Arabic linguistic landscapes at Al-Falah Darussalam Tropodo Elementary School using Ferdinand de Saussure’s semiotic theory. Arabic linguistic landscapes around the school are viewed as a system of signs that carry educational messages. This study used a qualitative descriptive method by observing and documenting Arabic text, room signs, and slogan on the school walls. The result show that Arabic writing at this school is not just a language decoration. It is a way for the school to introduce student about Islamic identity an worship values indirectly. By separating the signs into signifier (visual form) and signified (mental concepts), this study reveals how visual language helps students remember and practice Islamic values in their daily lives. These findings confirm that the Arabic linguistic landscapes play an important role as a visual communication medium in Islamic education. This study contributes academically to the integration of sociolinguistics and semiotic theory within elementary Islamic educational environments, demonstrating how visual spaces function as a hidden curriculum. For future research, it is recommended to expand the scope by measuring the direct psychological and behavioral impacts of these linguistic landscapes on students through quantitative or experimental approaches, as well examining multilingual landscape dynamics in broader educational settings.]]>
