<![CDATA[Arabic has an important position in Islamic education because it is the main source language of Islamic teachings as well as a means of understanding and developing Islamic knowledge. However, the study of Mahmud Yunus' thoughts on Arabic still needs to be developed through an epistemological perspective that connects the function of language with the process of acquisition, meaning, and validation of knowledge. This study aims to analyze the position of Arabic in Mahmud Yunus' educational thought and explain its relevance to the epistemology of Islamic education. The research uses a qualitative approach with literature study methods and text analysis of relevant works of Mahmud Yunus, accompanied by a review of supporting literature. The results of the study show that the position of Arabic can be understood through four main dimensions, namely as an epistemic medium to access Islamic sources of knowledge, scientific prerequisites for studying Islamic disciplines that use Arabic-language sources, meaning validation tools to maintain the accuracy of text understanding, and mediators of revelation and reason in the process of reasoning and developing Islamic knowledge. The novelty of this research lies in the synthesis of these four dimensions into an analytical framework that explains the relationship between the Arabic language and the formation of knowledge in Islamic education. This framework is the author's conceptual interpretation of Mahmud Yunus' thought, not a categorization directly stated by the figure. The research concludes that Arabic not only functions as a linguistic subject, but also has an epistemological role in supporting the understanding of the source of teachings, the accuracy of interpretation, and the development of Islamic knowledge. Because it is based on a textual study, this finding still requires further testing through empirical research in educational practice.]]>
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