<![CDATA[Arabic language learning in Indonesian secondary schools continues to face challenges, particularly low student engagement and limited communicative competence. Although collaborative learning strategies such as Small Group Discussion (SGD) have been widely discussed, empirical research on their application at the Madrasah Tsanawiyah (MTs) level within a Classroom Action Research (CAR) context remains limited. This study addresses this specific research gap by examining the effectiveness of the SGD strategy in improving Arabic learning outcomes and student activeness among Grade 7A students at Madrasah Tsanawiyah Negeri 3 Ngawi. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two cycles involving planning, action, observation, and reflection. Data were collected through observation sheets, achievement tests, and student questionnaires. Data were analyzed using descriptive quantitative techniques, including mean scores and percentage improvements, supported by qualitative analysis of classroom observations and reflective notes. The results show substantial improvement in both achievement and engagement. The average score increased from 76.3 in Cycle I to 93 in Cycle II, while student enthusiasm rose from 70.1% to 92%. These findings confirm that SGD effectively promotes interactive, student-centered Arabic learning and enhances both academic performance and classroom participation.]]>
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