<![CDATA[This study aims to describe the implementation of the Direct Method in Arabic language learning for fourth-grade students at MI Baitul Qur’an, including supporting and inhibiting factors and its impact on students’ Arabic language skills. This study employed a descriptive qualitative approach involving one teacher and nine students. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model. The findings show that the Direct Method was implemented through direct use of Arabic in listening, vocabulary memorization, reading, and speaking activities, supported by various learning media. Supporting factors included teacher competence, varied learning media, and active student participation, while inhibiting factors included difficulties in vocabulary memorization, Arabic pronunciation, and differences in learning abilities. The Direct Method positively affected students’ vocabulary mastery, listening, reading, speaking, and confidence in using Arabic.]]>
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