<![CDATA[Learning the Arabic language presents unique challenges in higher education, particularly for students in the Arabic Language Education Department at UINSI Samarinda (Saepudin, 2012). This research aims to analyze the partial and simultaneous effects of internal factors ( ) and external factors ( ) on students' interest in learning Arabic ( ). This study employed a quantitative research design utilizing multiple linear regression analysis and a purposive sampling technique. A sample of 75 third-semester students from the Arabic Language Education Study Program participated in this study (Arikunto, 2000). Data were collected using questionnaires, observations, surveys, interviews, and documentation. Data analysis revealed that internal factors had a significant positive partial effect on learning interest ( ). In contrast, quantitative testing showed that external factors had a significant negative partial impact ( ). However, qualitative interview findings confirmed that external factors, such as teaching techniques and peer interactions, positively supported student motivation (Purwanto, 2014). Furthermore, simultaneous regression testing demonstrated that internal and external factors together did not exert a positive simultaneous effect ( ). These findings emphasize the dominant role of internal factors, particularly student motivation, readiness, and cognitive engagement in sustaining interest in learning Arabic.]]>
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