<![CDATA[Arabic has an important role in Islamic education, but its learning in madrasahs still faces various pedagogical problems that hinder the development of students' communicative competence. This study aims to analyze the pedagogical problems of Arabic language learning at Madrasah Aliyah Negeri (MAN) 1 Semarang by examining the relationship between students' learning readiness and classroom learning practices. The research uses a qualitative case study approach supported by descriptive quantitative data. Data were obtained through observation, semi-structured interviews, document analysis, and tracing of students' educational backgrounds. The results of the study show four main problems, namely the learning readiness of diverse students due to differences in educational backgrounds (40% of the students entered the madrasah without systematic prior instruction in Arabic); learning that is still teacher-centered so that student participation is limited; emphasis on reading and grammar rather than communication skills; and the lack of use of Arabic as a language of communication in the classroom. These findings show that pedagogical problems are influenced by the interaction between students' learning readiness and learning practices. Therefore, diagnostic assessments, differentiated learning, and increased communicative use of Arabic need to be implemented to strengthen the quality of learning.]]>
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