<![CDATA[This study aims to describe the implementation of the Problem-Based Learning (PBL) method in Arabic language learning at Pondok Pesantren Mambaul Falah Lorejo Bakung Blitar, as well as to identify supporting factors, challenges, and the significance of its application in developing Arabic language skills and learning attitudes of santri in a contextual and in-depth manner. The method used is a descriptive qualitative approach with data collected through observation, interviews, and documentation, alongside thematic data analysis with source triangulation to ensure validity. The results show that the implementation of PBL, which includes the presentation of authentic problems, small group discussions, and the teacher’s role as a facilitator, effectively creates an active, contextual, and collaborative learning environment that significantly improves the santri’s Arabic communication skills. Key supporting factors include active teacher-student interactions, material relevance, intensive use of Arabic, and the support of learning media. Major challenges such as limited learning resources and teacher competencies need to be addressed to optimize implementation. Overall, PBL proves to be an innovative and effective approach to improving Arabic proficiency and fostering independent, critical learning attitudes with high motivation in the pesantren environment.]]>
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