<![CDATA[Abstrak : Penelitian ini bertujuan untuk memotret tentang perencanaan, pelaksanaan, pengorganisasian, dan evaluasi pembelajaran bahasa Arab dalam rangka peningkatan kemahiran berbahasa siswa MTs. Data penelitian terkumpul melalui wawancara dan dokumentasi. Hasil kajian memperlihatkan bahwa empat fungsi manajemen pembelajaran bahasa Arab untuk meningkatkan kemahiran berbahasa siswa telah dilaksanakan di MTs N 4 Sragen, baik dalam situasi normal maupun selama pandemi Covid-19. Fungsi perencanaan terlaksana berkat adanya koordinasi, penentuan alokasi waktu, pembuatan program tahunan dan semester serta silabus dan RPP. Fungsi pengorganisasian terselenggara karena adanya placement test, penyediaan waktu bagi kelas biasa dan kelas khusus, dan penempatan guru. Fungsi pelaksanaan antara lain berjalan dengan pemanfaatan teknik-teknik pembelajaran sesuai kemahiran berbahasa. Fungsi pengawasan dilaksanakan dengan mengevaluasi proses dan hasil pembelajaran masing-masing maharah. Pelaksanaan manajemen ditunjang dengan faktor internal berupa keaktifan siswa kelas khusus dalam pengumpulan tugas. Faktor eksternal seperti penempatan siswa sesuai kecakapan akademik dan kesigapan guru dalam menata ulang pembelajaran selama pandemi juga turut berperan. Siswa kelas biasa yang kurang aktif dalam mengumpulkan tugas dan banyak dari mereka yang belum fasih membaca teks Arab dinilai menjadi penghambat internal, sedangkan adanya Covid-19 yang mempengaruhi kesiapan guru dalam mengelola kelas menjadi penghambat eksternal. Abstract : This study aims to describe the planning, implementation, organization, and evaluation of Arabic learning in order to improve the language skills of MTs students. The research data was collected through interview and documentation. The results of the study show that four management functions of Arabic learning to improve students' language skills have been carried out at MTs N 4 Sragen, both in normal situations and during the Covid-19 pandemic. The planning function is carried out through coordination, time allocation determination, annual and semester programs creation as well as syllabus and lesson plan construction. The organizing function is carried out because of the placement test, the provision of time for ordinary and special classes, and the placement of teachers. The implementation functions include the use of learning techniques according to language proficiency. The evaluation function is carried out by assessing the learning process and results of each maharah. The implementation of management is supported by internal factors in the form of the activeness of special class students in collecting assignments. External factors such as the placement of students according to academic skills and the readiness of teachers to rearrange learning during the pandemic also played a role. Ordinary class students who are less active in collecting assignments and many of them who are not fluent in reading Arabic texts are considered to be internal obstacles, while the presence of Covid-19 which affects the readiness of teachers to manage classes is an external obstacle.]]>
