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Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

Arabic holds an important position in Islamic education as the language of the Qur'an and Hadith. However, the teaching of Arabic in Islamic educational institutions often focuses only on linguistic aspects, thus not fully achieving the goals of comprehensive Islamic education. This study aims to analyze the strengthening of Arabic language education objectives from the perspective of Islamic Tarbiyah. The method used in this study is qualitative, with a literature study and descriptive analysis approach. The analysis was conducted on relevant sources. The findings indicate that Arabic education within the framework of Islamic Tarbiyah not only emphasizes mastery of language skills but also the importance of shaping students' faith, morals, and Islamic character. The integration of tarbawi values into the objectives, materials, methods, and evaluation of learning becomes a key element in creating Arabic language education that is valuable and aligned with the goals of Islamic education. Its implications are expected to serve as a reference for curriculum development, teacher competence improvement, as well as the formulation of contextual, integrative, and sustainable Arabic language learning policies in national Islamic educational institutions.

This research aims to describe the form of implementation of the Pancasila student profile at SMAN 2 Medan.The method used is descriptive with a qualitative approach. The research results show that the Pancasila student profile values ​​have been implemented intensively, namely 1) The profile of faith, devotion to God Almighty and noble morals is realized through JUBAH (Juma'at Worship) activities which are carried out every Friday morning and carrying out congregational prayers. 2) The global diversity profile is implemented through discussion and study of various foreign cultures. 3) The mutual cooperation profile is realized through community service activities, group discussions, and the preparation of OSIS work programs. 4) An independent profile is realized through completing daily tasks, taking exams, as well as returning and fixing books in the library. 5) The creative profile is realized by encouraging students to create new things, carrying out activities to recycle waste into useful items in the P5 program. 6) Critical reasoning is carried out through activities to get students used to asking questions in class, discussing, giving arguments to the problems raised, criticizing and respecting differences of opinion. The results of this research can be used as a model in implementing the Pancasila student profile in high school.    

This research aims to describe the form of implementation of the Pancasila student profile at SMAN 2 Medan.The method used is descriptive with a qualitative approach. The research results show that the Pancasila student profile values ​​have been implemented intensively, namely 1) The profile of faith, devotion to God Almighty and noble morals is realized through JUBAH (Juma'at Worship) activities which are carried out every Friday morning and carrying out congregational prayers. 2) The global diversity profile is implemented through discussion and study of various foreign cultures. 3) The mutual cooperation profile is realized through community service activities, group discussions, and the preparation of OSIS work programs. 4) An independent profile is realized through completing daily tasks, taking exams, as well as returning and fixing books in the library. 5) The creative profile is realized by encouraging students to create new things, carrying out activities to recycle waste into useful items in the P5 program. 6) Critical reasoning is carried out through activities to get students used to asking questions in class, discussing, giving arguments to the problems raised, criticizing and respecting differences of opinion. The results of this research can be used as a model in implementing the Pancasila student profile in high school.