<![CDATA[This study compares Arabic learning outcomes between fourth-grade students from cross-cultural families (one Indonesian and one Arab parent) and students from Indonesian-heritage families (two Indonesian parents) at the Indonesian School of Jeddah (SIJ). A quantitative comparative design was used. The population comprised 48 fourth-grade students in the 2025/2026 academic year; 46 students with complete data were included (23 per group). Arabic Final Semester Examination (UAS) scores served as the primary outcome, while a questionnaire on family environment, Arabic-use habits, learning motivation, and learning constraints provided supplementary contextual information. Normality was assessed separately for each group and was not violated (Kolmogorov-Smirnov p = .176 and .192). Because the analysis did not require an equal-variance assumption, group means were compared using Welch's independent-samples t-test. Students from cross-cultural families had a mean UAS score of 74.52 (SD = 18.23), compared with 69.43 (SD = 20.88) for students from Indonesian-heritage families. The difference was not statistically significant, t(43.22) = 0.88, p = .383, mean difference = 5.09, 95% CI [-6.56, 16.74], Cohen's d = 0.26; therefore, the null hypothesis was not rejected. The findings indicate that parental cultural background alone did not clearly differentiate Arabic examination performance in this sample. Shared school and community exposure may be one possible explanation, but these factors were not directly tested. Larger multi-site studies with direct measures of family language practices and Arabic exposure are needed.]]>
