<![CDATA[This study explores the integration of meaningful learning in strengthening students’ Arabic speaking skills (Maharah al-Kalam). Arabic language learning in Islamic elementary schools has traditionally emphasized grammatical mastery and vocabulary memorization, resulting in limited communicative competence among students. Meaningful learning is proposed as an instructional approach that facilitates the connection between new linguistic knowledge, students’ prior experiences, and contextual learning situations. This research employed a quasi-experimental method with a non-equivalent control group design involving elementary school students in Indonesia, divided into an experimental group and a control group. The experimental group was taught using the meaningful learning approach, while the control group received conventional instruction. Data were collected through speaking performance tests, classroom observations, and student questionnaires, and analyzed using descriptive statistics and independent sample t-tests. The results indicate that students taught through meaningful learning achieved significantly higher improvement in their Arabic speaking skills compared to those taught using conventional methods, as well as increased participation, confidence, and motivation in speaking activities. These findings suggest that the integration of meaningful learning effectively enhances Maharah al-Kalam and contributes to creating a more engaging and contextual Arabic learning environment at Islamic elementary school.]]>
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