This study aims to improve students’ understanding of Arabic morphology (sharf) at the basic level through the implementation of Project-Based Learning (PBL). Many students struggle with morphological analysis due to monotonous and less applicable teaching methods. PBL offers a contextual, collaborative, and problem-based learning environment aligned with constructivist principles. Using Classroom Action Research (CAR) with two cycles, the study involved second-semester students of the Arabic Language Education program. Data were collected through observation, tests, and interviews, and analyzed using descriptive qualitative and quantitative methods. In Cycle I, students worked in groups to analyze root words and patterns from short Arabic texts, producing an average score increase from 61.7 (pre-test) to 75.6 (post-test I). In Cycle II, with enhanced digital tools and clearer guidelines, the average score rose to 84.2, marking a total improvement of 22.5 points from the pre-test. The findings indicate that PBL effectively enhances students’ morphological analysis skills, fosters active and cooperative learning, and provides a more engaging learning experience compared to conventional approaches.