<![CDATA[Arabic language learning in schools is often implemented uniformly without considering students’ readiness, interests, characteristics, and learning styles, which can reduce motivation, participation, and learning outcomes. Therefore, differentiated instruction is needed to address diverse learner needs. This study aims to analyze the concept of differentiated Arabic learning, including its definition, theoretical foundations, principles, objectives, characteristics, implementation, challenges, supporting factors, and findings from previous studies. The research employed a qualitative approach using literature review methods, with data collected from books and relevant journal articles. Data analysis involved literature selection, categorization, synthesis, and interpretation. The findings show that differentiated Arabic learning requires teachers to identify students’ readiness, interests, and characteristics, then adapt learning content, processes, and products accordingly.]]>
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