<![CDATA[Imla’ (Arabic dictation and orthography) underpins writing skills, yet imla’ units in textbooks used by Indonesian learners are rarely evaluated against explicit criteria, and Al-Khuli’s criteria have not been applied to Al-‘Arabiyyah Bayna Yadayk. This study evaluates the cognitive–cultural content and exercises of the 16 imla’ units of Book 3 used by eighth-grade students at the Tarbiyah Institute, Sukabumi, based on 17 Al-Khuli criteria. A qualitative descriptive design combining library research and content analysis was used, with the textbook as primary data and interviews with imla’ teacher and students as supporting data for triangulation, not for rating. Data were analyzed with the Miles–Huberman model, and each criterion was rated Met, Largely met, Partly met, or Not met. Eleven criteria were met, three largely met, one partly met, and two not met. The content suits learners’ age and values, conveys Arab-Islamic culture, and is useful, but some topics are repeated, Unit 11 exceeds the learners’ level, and Units 3 and 7 lack Indonesian context. The exercises are sufficient, varied, and graded, yet include no homework or self-assessment. The book needs homework tasks, self-assessment with answer keys, and exercises on first-language interference.]]>
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