<![CDATA[Learning Arabic is often said to be complicated for beginners and feels boring when studied by students in this modern era. It is often found that students understand better when taught by their peers compared to watching the teacher explain on the blackboard. The purpose of this article is to test the effectiveness of Problem Based Learning (PBL) in improving the understanding of Arabic grammar, specifically on the topic of fi'il, in class XI-5 at SMA Muhammadiyah 15 Jakarta. Using a qualitative analysis design that refers to data triangulation through qualitative analysis via observation, interviews, surveys/documentation. Students' understanding is also Learning Arabic is often considered complicated and boring, especially for modern students who find it easier to understand explanations from peers rather than teachers. This article aims to test the effectiveness of Problem Based Learning (PBL) in improving the understanding of Arabic grammar, particularly the verb material, in class XI-5 at SMA Muhammadiyah 15 Jakarta. This study uses a qualitative analysis design with a data triangulation approach through observation, interviews, and documentation. Students' understanding is reflected in the achievement of learning outcomes in two stages; stage I shows a completion rate of 54,03%, increasing to 87,92% in stage II. This improvement is driven by the strengthening of the teacher's role as a facilitator, the use of authentic learning resources (the Qur'an, Arabic texts, and digital media), and the optimization of group work. The implementation of PBL has proven to encourage contextual understanding of morphological and syntactic aspects of verbs, while also enhancing students' creativity, critical thinking skills, collaborative abilities, and scientific communication.]]>
