This study aims to examine the planning, implementation, and assessment of Arabic language learning within the integrated education system at two Islamic Integrated Elementary Schools (SDIT) in Mataram City. The method used is qualitative with a multisite approach, involving interviews, observations, and documentation. The findings reveal that Arabic language learning consists of three stages: planning, which involves the preparation of teaching tools such as learning objectives flow (syllabus) and teaching modules (lesson plans); implementation, which applies a differentiated approach preceded by a pre-assessment; and assessment, which covers cognitive, affective, and psychomotor aspects in the form of summative and formative tests. In conclusion, Arabic language learning in the integrated education system reflects a comprehensive approach that integrates Islamic values and academic components, with differences in implementation strategies between the schools studied
Az-Zahra et al. (Thu,) studied this question.