<![CDATA[Arabic language education in pesantren-based madrasahs faces an ongoing tension between the demand for communicative competence as emphasized in KMA Curriculum No. 183 of 2019 and the pesantren scholarly tradition that has long been oriented toward the study of classical Arabic texts. Previous studies have generally addressed these two orientations separately, leaving an empirical gap regarding how both paradigms can be systematically integrated into classroom learning practices. Based on this context, the present study aims to examine the formulation and implementation of an integrative Arabic language learning model at MTs Miftahul Ulum Al-Azizah. This research employs a qualitative case-study design in a pesantren-based madrasah. The data were collected through classroom observations, in-depth interviews with Arabic language teachers and the madrasah principal, as well as an analysis of relevant instructional documents. Data analysis was carried out thematically through stages of data reduction, data presentation, and conclusion drawing, supported by source and technique triangulation to ensure data validity. The findings reveal a structured, integrative Arabic learning model comprising a linguistic preparation stage (tamhīd lughawī), communicative instruction aligned with the KMA curriculum, in-depth grammatical study through the text Mukhtashar Jiddan, thematic dialogue practice, and linguistic reflection activities. This model represents a pedagogical synthesis that integrates the development of linguistic competence with character formation and the internalization of spiritual values within the context of pesantren-based madrasahs.]]>
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