<![CDATA[Arabic has occupied a central position in Islamic civilization since the time of the Prophet Muhammad SAW, yet academic studies on the practice of language skills (maharah lughawiyah) during the prophetic period remain very limited; most previous research has focused on the context of modern Arabic learning, while its historical roots during the time of the Prophet Muhammad SAW have not been extensively examined through a historical-linguistic approach. This study aims to describe and analyze the practice of maharah lughawiyah, encompassing istima' (listening), kalam (speaking), qira'ah (reading), and kitabah (writing), during the time of the Prophet Muhammad SAW, as well as to examine its relevance to contemporary Arabic learning. This study employs a qualitative method with a library research approach, using primary data sourced from the Qur'an, hadith, and books of Sirah Nabawiyah, as well as secondary data from relevant academic literature, which were then analyzed through a historical approach to understand the social context of seventh-century Arab society and a linguistic approach to identify forms of language skill practices. The findings show that the four maharah were applied in an integrated manner in early Islamic education: maharah al-istima’ developed through the tradition of musyafahah and Qur'anic memorization, maharah al-kalam was evident in preaching and dialogue activities, maharah al-qira’ah developed through Qur'anic learning and the Prophet's literacy policies, while maharah al-kitabah developed through the recording of revelation and diplomatic correspondence. This study concludes that the language learning model during the Prophet's era was characterized as integrative, communicative, and contextual, and holds strong relevance for strengthening the language environment (bi’ah lughawiyah) in contemporary Arabic learning, particularly in Islamic higher education institutions. Keywords : Arabic Language Education. Historical-Linguistic Analysis, Maharah lughawiyah]]>
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