The development of Arabic learning is an ongoing effort to accompany the educational transformation process, which cannot be separated from the influence of information technology development. This study aims to find out the practice of hybrid Arabic learning that is carried out in universities. The hybrid model is run to meet the needs of students in the two-way language learning process, virtually and face-to-face. This study is based on constructivism theory and finds that hybrid Arabic learning has implications for cognitive maturity in mastering Arabic. Practically, the hybrid learning climate has created active communication interactions for students involved in learning. In line with that, this study suggests the need for a more adaptive Arabic learning development model according to student needs, considering the design of Arabic learning to be achieved
