<![CDATA[Muthola'ah learning requires media that can maintain students’ attention while helping them understand Arabic texts. Anasyid can make learning more engaging, but its implementation presents several challenges. This study aims to describe the use of anasyid as a learning medium for muthola'ah and analyze the challenges of its implementation among seventh-grade students at Diniyyah Pasia Boarding School. The study employed a descriptive qualitative approach. Data were collected through classroom observation, interviews with two Arabic language teachers and ten students from two classes, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings show that anasyid is implemented through planning, implementation, and evaluation stages. The medium increases students’ enthusiasm, facilitates repeated practice of vocabulary, and supports students’ confidence in participating in learning activities. However, its implementation faces challenges, including matching rhythm with Arabic vowel markings and pronunciation, limited learning materials suitable for songs, classroom management, differences in learning styles and confidence, students’ tendency to memorize without fully understanding meaning, limitations in comprehensive assessment, and limited preparation and instructional time]]>
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