<![CDATA[This study was prompted by the widespread use of Mukhtarot Qowa’idil Lughatil Arobiyyah by Aunur Rofiq and Ilmu Nahwu untuk Pemula by Abu Razin in non-formal educational institutions in Indonesia. Despite their popularity, both textbooks have not been systematically evaluated using internationally informed criteria to determine their effectiveness and suitability for teaching nahwu (Arabic grammar) to non-native Arabic learners. This study therefore aims to examine the characteristics of the instructional materials, identify similarities and differences in the organization and presentation of content, and evaluate the quality and appropriateness of both textbooks based on the theoretical framework proposed by Rusydi Ahmad Thu’aimah. This research employed a qualitative approach with a library research design. The primary data consisted of the two textbooks under investigation. Data were collected through documentation and analyzed using content analysis within a descriptive-analytical framework, supported by close reading of the texts. The findings indicate that Mukhtarot Qowa’idil Lughatil Arobiyyah presents dense and concise materials with a strong classical (turāth) orientation and demonstrates notable strength in the cultural-Islamic dimension (al-jānib al-thaqāfī). In contrast, Ilmu Nahwu untuk Pemula offers materials in a simpler and more gradual sequence, supported by visual schemata, and performs more strongly in the linguistic dimension (al-jānib al-lughawī) as well as the educational-pedagogical dimension (al-jānib al-tarbawī), particularly for beginner-level learners. Based on Thu’aimah’s evaluative framework, the study concludes that neither textbook fully satisfies all criteria of instructional material quality when assessed independently. Nevertheless, both textbooks exhibit contextual and complementary pedagogical value: Ilmu Nahwu untuk Pemula is particularly suitable for the foundational stage (marḥalah ibtidā’iyyah), whereas Mukhtarot Qowa’idil Lughatil Arobiyyah is better positioned for intermediate to advanced levels of grammatical enrichment (marḥalah mutawassiṭah).]]>
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