Tipologi dan Determinan Motivasi Belajar Mahasiswa Pendidikan Bahasa Arab di UIN Sultan Maulana Hasanuddin Banten
DOI:
https://doi.org/10.55352/edu.v4i1.3205Keywords:
Determinants of motivation, Learning motivation, Typology of motivation, Arabic language educationAbstract
This study aims to identify the typology of learning motivation and analyze the factors that influence the learning motivation of students in the Arabic Language Education Program at UIN Sultan Maulana Hasanuddin Banten. This study employs a mixed-methods approach with a sequential explanatory design, integrating quantitative and qualitative data to gain a comprehensive understanding of students’ learning motivation. In the quantitative phase, data were collected through a questionnaire distributed to students in the Arabic Language Education Program and analyzed using descriptive and inferential statistics. Next, the qualitative phase was conducted through in-depth interviews with selected informants to confirm and enrich the quantitative findings. The results of the study indicate that students’ learning motivation can be classified into several typologies, namely intrinsic motivation, extrinsic motivation, and motivation oriented toward academic and professional achievement. The factors that influence learning motivation include interest in the Arabic language, family support, the academic environment, faculty competence, career prospects, and students’ learning experiences. The integration of quantitative and qualitative findings shows that intrinsic motivation is the dominant factor in driving student engagement in the learning process, although external factors also make a significant contribution. This study has implications for the development of learning strategies and academic policies aimed at strengthening students’ learning motivation in Islamic higher education settings.
Downloads
References
Al-Hoorie, Ali H., & MacIntyre, Peter D. (2020). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Multilingual Matters.
Alrabai, F. (2022). The influence of teachers' support, classroom environment, and learner autonomy on L2 motivation. Frontiers in Psychology, 13, 898901. https://doi.org/10.3389/fpsyg.2022.898901
Arifuddin, Nur, Ma'arif, A. Samsul, Suroiyah, E. N., & Nurcholis, A. (2024). Transformative Islamic education model for against radicalism and terrorism. Lamongan, Indonesia: Academia Publication.
Arifuddin, Nur, Wiranegara, D. A., Ma'arif, A. Samsul, Junaidi, M. R., & Bakhiet, B. M. (2025). Integrating life skills in Arabic language education: Enhancing bilingual university graduates’ employability and competencies. Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 17(1), 276–293. https://doi.org/10.24042/6rmpwe17
Bond, M., & Bedenlier, S. (2023). Facilitating student engagement through educational technology in higher education: A systematic review. Educational Technology Research and Development, 71(1), 45–68. https://doi.org/10.1007/s11423-022-10163-x
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Derakhshan, A., Fathi, J., & Pawlak, M. (2022). The interplay between teacher care, student motivation, and academic engagement in higher education. Frontiers in Psychology, 13, 940818. https://doi.org/10.3389/fpsyg.2022.940818
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Fryer, L. K., & Bovee, H. N. (2022). Supporting student motivation in higher education: The role of learning environments and social relationships. Educational Psychology Review, 34(3), 1207–1228. https://doi.org/10.1007/s10648-021-09645-4
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.
Guo, Y., Li, S., & Liu, X. (2024). Career expectations and learning motivation among university students: Evidence from higher education contexts. Education Sciences, 14(2), 156. https://doi.org/10.3390/educsci14020156
Henry, A., & Thorsen, C. (2021). Students' perceptions of utility value and motivation in second language learning. The Language Learning Journal, 49(5), 567–581. https://doi.org/10.1080/09571736.2019.1675774
Hiver, P., Al-Hoorie, A. H., & Mercer, S. (2021). Student engagement in the language classroom. Multilingual Matters.
Kaplan, A., & Patrick, H. (2022). Learning environments and motivation in higher education: Contemporary perspectives and future directions. Contemporary Educational Psychology, 68, 102032. https://doi.org/10.1016/j.cedpsych.2022.102032
King, R. B., & Ng, F. F.-Y. (2021). The importance of meaning in life for student motivation and academic engagement. British Journal of Educational Psychology, 91(3), 1000–1018. https://doi.org/10.1111/bjep.12412
Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.). (2019). The Palgrave handbook of motivation for language learning. Palgrave Macmillan.
Ma'arif, A. S., Muad, N., & Arifuddin, N. (2026). Model inovasi pembelajaran bahasa Arab di PKPBA UIN Maulana Malik Ibrahim Malang. Journal of Education and Education, 4(1), 1–16. https://doi.org/10.55352/edu.v4i1.2871
Ma'arif, A. Samsul, & A'yun, Qurroti. (2021). Desain Buku Ajar Maharah Qiroah Berbasis Budaya Islam di Sekolah Tinggi Ilmu Tarbiyah (STIT) Ibnu Sina Kepanjen Malang. Fashohah: Jurnal Ilmiah Pendidikan Bahasa Arab, 1(1), 1-11.
Ma'arif, A. Samsul, Walenta, A. S., Rustiyana, B., Ningsih, Y. R., Rachmawati, D., & Hakim, H. (2024). Metodologi penelitian kuantitatif dan kualitatif. Agam, Indonesia: PT Srikandi Book Press.
Mahliatussikah, H., & Hidayati, N. (2023). Religious orientation and Arabic learning motivation among university students in Indonesia. Arabiyat: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 10(2), 201–218.
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2 × 2 model of L2 self-guides. Studies in Second Language Acquisition, 41(2), 301–329. https://doi.org/10.1017/S0272263118000153
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Merrill Prentice Hall.
Rosikh, F., Ma'arif, A. S., & Ulfa, M. (2025). A multidimensional model for integrating Qur'anic verses in Arabic language learning. Dirasah: International Journal of Islamic Studies, 3(2), 188–206.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Pearson.
Suroiyah, Evi Nurus, Ma'arif, A. Samsul, Wijaya, Mu'alim, & Sholihah, Laili. (2024). Activating the mnemonic learning model to enhance student motivation in MTs Miftahul Ulum Situbondo. Mantiqu Tayr: Journal of Arabic Language, 4(1), 91–104. https://doi.org/10.25217/mantiqutayr.v4i1.4039
Sulaiman, T., & Ismail, H. (2023). Academic climate and student motivation in higher education: A systematic review. Journal of Applied Research in Higher Education.
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893–918. https://doi.org/10.1177/1362168820921895
Ushioda, E. (2020). Language learning motivation: An ethical agenda for research. Oxford Review of Education, 46(5), 641–657. https://doi.org/10.1080/03054985.2020.1729713
Wang, M.-T., & Eccles, J. S. (2023). Social support matters: Longitudinal effects of family and peer support on student motivation and engagement. Developmental Psychology, 59(3), 421–435. https://doi.org/10.1037/dev0001468
Wigfield, Allan, & Eccles, Jacquelynne S. (2020). Thirty-five years of research on students' subjective task values and motivation: A look back and a look forward. Educational Psychologist, 55(4), 289–307. https://doi.org/10.1080/00461520.2020.1796021
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ali Maksum, Rosidah Rosidah, Noor Anzali, Umihani Umihani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
