<![CDATA[This study examines how psycholinguistic principles are reflected in the design of the 2020 Ministry of Religious Affairs Arabic textbook for Grade X Madrasah Aliyah as an implementation of Minister of Religious Affairs Decree No. 183 of 2019. The study clarifies the textbook as the primary corpus, while KMA 183/2019 serves as the policy framework; the 2006 school-based curriculum is not treated as an analytical corpus. A qualitative content analysis was conducted across all six chapters using recording units that included themes and competencies, input texts, grammar materials, four-skill exercises, and the use of Arabic diacritics. Deductive coding employed four indicators: cognitive appropriateness, conditioning and practice, input gradation and scaffolding, and language-production demands. The findings show that the themes are closely related to students' everyday contexts, chapter structures maintain consistent practice patterns, and grammar is sequenced in a manner that indicates material gradation. Speaking and writing sections appear in every chapter, providing formal opportunities for language production, although their actual effects on students cannot be inferred from document analysis. Samples from the early and middle parts of the book also show intensive diacritization without an explicitly stated fading scheme. The study concludes that the textbook design reflects several nature-nurture convergence principles, while scaffolding, especially the gradual withdrawal of diacritics, should be specified more explicitly and tested empirically.]]>
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