<![CDATA[This study aims to analyze the quality of Arabic textbooks in Indonesia from the perspective of achieving Sustainable Development Goal (SDG) 4, particularly in terms of content quality, pedagogical effectiveness, and cultural relevance. The study employed a descriptive qualitative approach using the Systematic Literature Review (SLR) method. The data sources were derived from various scientific articles, national journals, and previous studies related to the evaluation of Arabic textbooks in Indonesia. Data were collected through documentation techniques and analyzed using content analysis based on indicators of content quality, pedagogical values, and cultural integration associated with SDG 4 targets. The findings reveal that most Arabic textbooks have been aligned with the national curriculum and support the development of basic literacy skills. However, there are still imbalances in the development of the four language skills (maharah), limited communicative activities, and a predominance of mechanical exercises. From a pedagogical perspective, several textbooks have adopted active and contextual learning approaches, yet they have not fully supported student-centered learning. Meanwhile, the cultural dimension demonstrates the integration of Arab-Islamic culture, local Indonesian culture, and values of religious moderation, although the development of intercultural competence remains limited. This study concludes that Arabic textbooks in Indonesia have partially contributed to the achievement of SDG 4; however, they still require more communicative, inclusive, integrative, and culturally relevant development to effectively support quality education and 21st-century learning.]]>
