<![CDATA[This study aims to analyze student perceptions of using the Cerdas Cermat method in Arabic language learning among fifth-grade students at SDIT Imam Ahmad Perawang, as well as to identify the supporting and inhibiting factors in its classroom implementation. The research method employed was a mixed methods approach with an Explanatory Sequential design. The population consisted of all 93 fifth grade students at SDIT Imam Ahmad Perawang, with sampling conducted via total sampling. Quantitative data were gathered through a Likert scale questionnaire, while qualitative data were obtained through in depth interviews with selected informants. The descriptive analysis results showed that the students overall perception of using the Cerdas Cermat method fell into the “moderate” category, with an average score of 45,14. In detail, student perceptions across three main components cognitive (average 15,05), affective (average 15,42), and conative (average 14,67) were all classified within the “moderate” category. Supporting factors for this method included material repetition, direct feedback from the teacher, a fun classroom environment, competitive elements, and group collaboration. On the other hand, inhibiting factors included variations in students academic abilities, low self confidence, noisy classroom conditions, and low initial interest in the Arabic language lesson. This study concludes that the effectiveness of the Cerdas Cermat method highly depends on the conditions and individual readiness of the students in the classroom.]]>
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