<![CDATA[This study examines how Arabic language teachers in Islamic private schools develop learning tools, namely Learning Achievement Standards (CP), Learning Objective Sequences (ATP), Teaching Modules, and Student Worksheets (LKPD), under conditions of limited learning resources, using the Grass Roots model as the analytical framework. A qualitative case study approach was applied, drawing on reflective written interviews with 10 Arabic teachers across primary, junior secondary, and senior secondary levels, supplemented by document analysis of independently developed learning tools, processed through three-stage thematic analysis. The findings reveal five major themes: student heterogeneity in Arabic reading ability as the primary determinant of tool design; resource scarcity driving teachers' transformation from users to developers; continuous tool adaptation through both individual revision and informal collegial networks; tools functioning as adaptive guides rather than rigid scripts; and the gap between written plans and classroom reality as a recurring condition. These findings extend the Grass Roots model as a dynamic curriculum formation process driven by responsive teacher agency, while affirming the need for more contextual material development guidelines, training that builds curriculum adaptation capacity, and evaluation mechanisms based on functional appropriateness rather than formal completeness.]]>
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