<![CDATA[This study aimed to develop and empirically test the Critical Literary-Based Arabic Learning (CLAL) model, which integrates reader-response theory and critical pedagogy to address the overemphasis on grammar in traditional Arabic instruction. Employing a design-based research (DBR) approach, the model was implemented with 90 undergraduate students from three distinct programs at UIN Maulana Malik Ibrahim Malang: Arabic Language Education (FITK), Arabic Language and Literature (FH), and the Advanced Arabic Class (PPB). Data were collected through reading comprehension tests, writing assessments, classroom observations, and semi-structured interviews. The findings demonstrated significant improvements in students' reading comprehension (pre-test mean (M) = 58.4, post-test mean (M) = 78.9, p < .001, d = 1.78), alongside improvements in critical thinking and language production. The resulting five-stage CLAL model, comprising text exposure, personal response, critical reflection, collaborative discussion, and language production, offers Arabic educators a practical, empirically supported framework for shifting pedagogy toward interpretive, reflective, and student-centered learning.]]>
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