<![CDATA[This study aimed to identify the sources of semiosis in the ngalogat symbols at the Miftahul Huda Islamic Boarding School in Tasikmalaya and to explain how these sources shaped students' knowledge in reading classical Islamic texts. This study applied Charles Sanders Peirce's semiotics theory, focusing on six symbols: ari, eta, éta tetep, saha, naon, and ka. A qualitative descriptive method was employed. Data were collected through interviews with teachers and alumni, classroom observations, and questionnaires given to 30 Ma'had 'Aly students. The results showed three sources of semiosis: local conventions and arbitrariness, modification of form, and simplification of the Pegon script. The semiosis process took place hierarchically through grammatical identification (52%), individual interpretation (31%), understanding of the logatan system (14%), and structural function (3%). These findings indicated that ngalogat symbols functioned not only as a word-by-word translation tool but as a cognitive framework that shaped santri's grammatical understanding of Arabic.]]>
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