Preparation of the Organizers in Holding Nahwu and Shorof Learning Course Classes cannot exist and just happen in front of us and under the gaze of the students with anxious hopes, successes, and failures accompanying the lesson [20] . To eliminate these feelings, of course, in learning planning, teachers are obliged to pay attention to the learning system that will guide all actions of teaching and learning activities.

In this study, the learning of nahwu and shorof was organized by a foundation called Bahasa Qur'an Al Hafiz Indonesia commonly called the Qur'an. The Quran is an institution that plays a role in the teaching and development of Arabic as the language of the Qur'an [21]. This institution was established to enrich Muslims' understanding of the content of the Quran and As-Sunnah through mastery of the Arabic language so that they can read, understand, and appreciate the verses of the Quran and the hadiths of the Prophet ﷺ well.

This foundation was founded by Ustadz Hafizul Risman and his wife. Initially, the Qur'an was just a naming because it was appropriate for a course class to have a name and that name would also be used as the name of the website and the name of the social media account as a means of information for those who are looking for an Arabic language course or information for participants who have registered, but due to the enthusiasm of the participants and the number of registrants, the idea emerged to make the Qur'an into a Foundation.

Ustadz Hafizul Risman is one of the participants of the nahwu shorof learning course with the titis method taught by Ustadz Ahmad Suharto. He was born in Pasaman, West Sumatra, and then studied at the Indonesian College of Economics (STEI) Jakarta majoring in accounting. Before finally establishing the Qur'an Language Institute in May 2023. Through the Qur'an Language Institute, Ustadz Hafizul Risman is committed to introducing and teaching Arabic as the language of the Qur'an to Muslims. He developed innovative and fun teaching methods to make the Arabic learning process easier and more effective.

Apart from being the founder and lecturer at the Qur'an Language Institute, Ustadz Hafizul Risman is also active in various social and charitable activities. He is often involved in humanitarian programs and assisting communities in need. The Quran offers a wide range of Arabic training programs and courses for the general public, both beginners and advanced, with different approaches. Some of the programs offered by the Qur'an institution include the TFT (Training for Trainer) Class which is an advanced class of the nahwu shorof class of the basic drip method, online Tahsin Class, Quran interpretation class, Heritage class, Waqf class.

The Quran has a vision to make Arabic an international language in the context of Islamic science and as a global communication medium. In its efforts to achieve this vision, this institution always innovates and strives to improve the quality of its teaching by keeping up with the times and technology.

The Qur'an is recognized as a fairly credible and trusted institution in the world of Arabic language education. Especially for the nahwu shorof class of the drip method, there are approximately 44,000 (forty-four thousand) registrants with registrants in each batch approximately 2,000 (two thousand) to 5,000 (five thousand) registrants who are registered up to the 18th (eighteenth) batch currently. Especially in the 19th batch which was the subject of the researcher's observation, the registered participants were 1463 (one thousand four hundred and sixty-three) participants.

Ustadz Hafizul Risman is committed to continuing this drop method nahwu shorof class to the next generations without any intention to stop teaching and he once said "As long as I teach insyaAllah, the cost is free". The language of the Qur'an is still based on the internet through online education. However, a lot can still happen without results. However, this can still lead to the creation of an online platform by providing materials to predict which materials will be available to everyone. The language of the Qur'an is modified to obtain information about the petition and the law for the sake of the Qur'an. This is expected to increase the number of people working with orangutans, in developing countries and countries that are still able to work for free.

In maintaining the continuity of free learning, the Quran Language Foundation can count on support from a variety of sources, including donors and sponsors who share their vision to provide affordable education for the community. Thus, institutions can maintain the quality of learning and continue to facilitate grammar and morphology free of charge.

The learning step by step at the Qur'an Language Institute is almost the same as the offline learning carried out by Ahmed Soeharto and other teachers, starting with preparation, implementation, and evaluation. The difference is that this learning takes place online through Zoom, YouTube, WhatsApp, and a website prepared by the organizers.

Learning is essentially an effort to learn students and learning design is the arrangement of these efforts so that learning behaviors emerge [22] . In learning Arabic, the learning planning process is an important thing that must be done by teachers, so that the direction of learning can be achieved, including the methods used in the learning process [23] .

The method used by the Qur'an Language Foundation is the Titis method, the Titis method is one of the methods of teaching grammar and morphology. The Titis method was assembled by Ahmed Soeharto with his late mother Pratites and Ahio Kusuma Angrini. But later, Professor Ahmed Soeharto popularized this method [24]. This method tends to be suitable for adult students, parents, and adolescents who are approaching adulthood. This is because this method is systematically compiled and mastery of the material is based on comprehension, not memorization. This means most of the applicants who take grammar and morphology classes come from teenagers, college students, parents, and workers [25].

From the observations made by the researchers, it can be seen that the situation of the participants is mostly dominated by adults and parents, and this situation makes it easy for the course participants to master grammar and morphology using this method even for as long as they want, and they will easily master the grammar and morphology teaching techniques using this method because this method is designed for a wide benefit to the nation [26] .

Hafez is one of many graduates of grammar and morphology classes who use the Titis method. Then Hafez conducted an educational class somewhat similar to the one he attended with Professor Ahmed Suharto. The difference is that Hafez's education is carried out online with an institution called the language of the Qur'an as the author said above [27] .

The Qur'an also facilitates direct interaction between teachers and students through online platforms. Features such as videos, chats, and discussion forums for students to ask questions, discuss, and get explanations directly from teachers. These interactions help deepen learners' understanding and solve difficulties they may face in learning grammar and morphology. In addition, the Qur'an Language Foundation also provides educational resources that can be accessed by students. Online and replay modules and dictionaries can be accessed for free through the website and WhatsApp groups. The flow that must be passed by Ustadz Hafiz as the organizer, as well as the teacher and participant, is as follows:

Ustadz Hafiz created a website > open registration > participants register > participants are directed to download the al munawwir dictionary in pdf form and are directed to enter the group through the link that has been provided > participants who have entered the WhatsApp group (Announcement group/only admins can send messages) will get information on the flow and conditions in the Arabic language learning program (nahwu shorof) > participants will be directed to order a print module (titis method), The module is useful to make it easier for participants to learn, but ordering the printed module is not mandatory. > Zoom link will be shared a few minutes before the learning starts [28] .

The foundation prepares all preparations for learning. The things that must be prepared every time before learning starts are Zoom and YouTube, while participants who will take part in the learning process, only need to prepare their intentions and enthusiasm.

Arabic has rich grammar, to be able to understand and master Arabic, nahwu, and shorof are two things that must be mastered by people who learn Arabic. This is because shorof is the mother of Arabic and nahwu is the father of Arabic [29] . The learning process requires at least five pillars of learning, namely approaches, methods, strategies, techniques, and capital as well as learning media as support in teaching and learning activities [30] . In the implementation of nahwu shorof learning using the titis method, the presenter and committee friends played a lot of roles in preparing and carrying out learning.

Given the rapid development of nahwu, both from the positive and negative sides, we as Arabic language enthusiasts who live today find the reality of the breadth of nahwu discussion is a wealth or treasure that must not be denied [31] . In the process, there are still many difficulties, especially associated with efforts to inherit and understand its contents.

There are two models of nahwu learning known as the qiyasi and istiqro'i methods. This qiyasi method begins by presenting the rules first and then mentioning the examples', while the istiqroi method is the opposite of the qiyasi method, which is teaching begins by displaying examples and then concludes with nahwu rules [32] .

In the drip method syllabus, this course is held with 10 meetings where each meeting is held 1 time 1 week on a predetermined day. The overall duration that must be followed by each student is 10 weeks or approximately 2 months and 10 days with one meeting per week. Learning activities are carried out regularly and well scheduled and must be attended by all students.

Face-to-face learning every week between the presenter and the course participants lasts 2 hours, with a different time division in each meeting, at the first meeting is divided into 2 sessions with the first 30 minutes being a brief introduction of the presenter, the provision of motivation to learn Arabic and the delivery of the titis method, the remaining 90 minutes is the provision of material that is an introduction to nahwu shorof and questions and answers on each sub-discussion.

The second meeting to the tenth meeting is the same as the first meeting with a division of 2 sessions, but with the first 90 minutes of material delivery and questions and answers related to sub-discussions, and the remaining 30 minutes are used to discuss the tasks that have been given in the previous week.

The success of this learning cannot be separated from the reliable strategies applied by teachers in formulating their learning so that these strategies are produced and quality outputs are produced through the efforts that have been made by teachers both through Learning Methods and books that make learning nahwu and shorof knowledge easy to learn [33].

From the learning that the author observed, the learning of nahwu shorof using the drip method is almost similar to Thoriqoh Qiyasiah (deductive). Thoriqoh Qiyasiah is a method or way of teaching nahwu that begins with the presentation of the rules and then followed by the giving of examples.

From the teaching observed by the researchers, the teaching of grammar and morphology using the Titis method is almost similar to the deductive method. The deductive method is a method or method of teaching grammar and morphology that begins with the presentation of grammar and then continues with the provision of examples.

This module is divided into five modules with systematic division and arrangement in the hope that it will make it easier for participants to understand the material.

Evaluation is a process of planning, obtaining, and providing information that is indispensable to make alternative decisions. Thus, evaluation activities are a process that is deliberately planned to obtain information or data to then make a decision. Learning evaluation is an effort process to find out the extent to which a learning goal is achieved by collecting information about what a student learns [34] .

The measure of the success of a learning process can be seen in the extent to which the process can grow, foster, shape, and empower all the potential that humans have, or to the extent that it can provide significant changes in the cognitive, affective and psychomotor abilities of students [35] .

Learning evaluation is the process of measuring and assessing learning where an educator measures or assesses students using test tools [36] . Learning evaluation is part of learning that acts as a process to collect, analyze, and evaluate data about a student's learning process and outcomes, as well as decision-making made based on the results of an evaluation [37] . In the evaluation of nahwu shorof learning with the drip method, there is an evaluation that is weekly and overall.

The evaluation that is a week is the assignment of homework (homework) with questions related to the learning that has been learned that day, there are several exercises in each sub-discussion which then the exercise will be used as homework by the instructor to each course participant and asks each course participant to bring the results of the homework that has been given in the next week's face-to-face learning. The overall evaluation is the giving of the final project with questions that cover the entire material that has been learned during learning [38] .

In more detail, in the evaluation of learning in the Nahwu Shorof course with the drip method, several things can be done, including:

In this evaluation, students will be given several writing questions related to the Nahwu Shorof material that has been studied by the drip method. The question can be in the form of a short fill, an explanation of a tashrif, an essay question, or filling in a blank gap in a table with the right answer. This evaluation aims to measure the ability of course participants to apply Nahwu Shorof knowledge in writing [39].

In this evaluation, the teacher will usually ask the course participants at random to verbally explain the use of Nahwu Shorof in a word in a sentence. This test is carried out in the discussion session of the questions that are used as homework and at the end of each discussion of the sub-chapters that have been studied by the drip method. This evaluation aims to measure students' ability to apply Nahwu Shorof knowledge orally [40] .

In this evaluation, participants will be given a final exam which includes all the material that has been learned in the Nahwu Shorof course with the drip method. The final exam can be multiple-choice questions, short fills, or essay questions. The final exam will be held at the additional meeting after the 10th meeting, namely the 11th meeting. This evaluation aims to measure students' overall understanding and ability to apply Nahwu Shorof knowledge with the drip method [41].

In conducting evaluations, it is important to pay attention to the objectivity, validity, and reliability aspects of each evaluation method used. A good evaluation will provide an accurate picture of students' ability to apply Nahwu Shorof knowledge with the drip method.

Evaluation is an action or a process to determine the value of something. To collect information that can be used as a consideration for making decisions, it will be necessary to improve the learning system following the goals to be set.

Participants who have completed the 20-hour nahwu & shorof class will be directed to take the advanced classes that participants can take part in, especially for participants who can pass the basic nahwu shorof with satisfactory grades, they will be prioritized to take the Training For Trainer (TFT) class.

Until now, there have been many graduates from the Nahwu & shorof 20-hour drip method class organized by Ustadz Ahmad Suharto. Of these graduates, some of them will take TFT classes although some do not continue. With the graduation of a participant from the 20-hour Nahwu & shorof class and the TFT class, he will get legality from the author of the titis method to open the learning class independently as undergone by ustadz Hafizul Risman.

In this study, both from observation and interviews, the researcher showed several advantages of nahwu and shorof learning organized by the Qur'an compared to other learning that both use the Titis method, including:

The study on the Application of the Online-Based Titis Method in Learning Arabic Grammar from the SDGs Perspective provides valuable insight into the intersection of instructional innovation, digital transformation, and inclusive education. The implementation of the Titis method-a contextual, thematic, and comprehension-based approach-within an online framework addresses the critical challenges of Arabic grammar instruction, especially in Nahwu and Shorof, which are often perceived as difficult and inaccessible to non-traditional learners.

The Titis method, originally developed for adult learners, proves effective in broadening access to Arabic education beyond formal institutions. By leveraging platforms like Zoom, WhatsApp, and YouTube, the program reduces barriers related to geography, age, and economic status. The learning structure is systematic, consisting of modules, interactive sessions, homework, and final assessments. These elements foster active engagement, self-paced study, and real-time teacher-student interaction, offering a holistic learning experience.

From a pedagogical standpoint, the integration of digital technology with thematic instruction promotes a student-centered environment where learners are encouraged to apply grammar in practical contexts. This shift from rote memorization to understanding-based learning aligns with modern educational principles and enhances long-term retention.

The program's alignment with Sustainable Development Goal 4 (Quality Education) is evident in its commitment to inclusivity, lifelong learning, and digital accessibility. The course's zero-cost policy, provision of open resources, and scale of participation (over 44,000 registrants) reflect a significant social impact.

In conclusion, this initiative demonstrates how traditional Islamic language education can evolve through adaptive methods and digital tools, contributing to both individual linguistic competence and broader educational equity. It serves as a model for integrating faith-based learning with global development frameworks, offering a practical solution for educational access in the digital era.