<![CDATA[Abstract This study aims to identify issues in Mahārah Kitābah instruction at the university level and to formulate practical solutions to improve students’ Arabic writing skills. The study employed a descriptive qualitative approach with 15 students from the Arabic Language Education Program at Al-Azhaar Nusantara Islamic University in Lubuklinggau as research subjects. Data were collected through interviews and documentation, then analyzed using descriptive analysis techniques involving data reduction, data presentation, and drawing conclusions. The results indicate that Mahārah Kitābah plays a strategic role in Arabic language learning as it serves as an indicator of comprehensive language proficiency. The challenges in teaching Mahārah Kitābah can be classified into three main aspects: linguistic, pedagogical, and students’ academic backgrounds. Linguistic challenges include difficulties in mastering nahwu, sharaf, vocabulary, and imla’. In the pedagogical aspect, the study found a predominance of theoretical learning, limited teaching materials, and a lack of writing practice and feedback. Meanwhile, differences in educational backgrounds also influence students’ initial abilities. This study offers solutions in the form of strengthening writing practice, implementing Project-Based Learning and Collaborative Learning, providing continuous feedback, and utilizing educational technology to improve the quality of Mahārah Kitābah instruction ]]>
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