Cultural Mediation of Self-Determination in Arabic Learning Motivation at Salafi Pesantren Mambaus Sholihin

Abstract

The urgency of Arabic language learning in Islamic boarding schools lies not only in linguistic mastery as a medium of Islamic scholarly communication, but also in fostering sustained learning motivation within religious and social environments. This study aims to examine the implementation of Self-Determination Theory (SDT), which includes autonomy, competence, and relatedness, in Arabic language learning at Pesantren Salafi Mambaus Sholihin, and how these components are mediated by the cultural context of the pesantren. This research employs a qualitative approach using data collection methods including observation, interviews, and documentation, followed by thematic analysis. The findings indicate that student autonomy develops gradually through a structured learning system, competence is strengthened through a tiered curriculum and direct feedback from teachers, and relatedness is built through ukhuwah-based social relationships and intensive teacher–student interaction. These results show that SDT is more effective when adapted to pesantren cultural values, thereby enhancing intrinsic motivation in Arabic learning. In conclusion, the integration of modern motivational theory with traditional Islamic education contexts contributes significantly to the development of more adaptive and contextualized learning strategies. Future research is recommended to explore different pesantren contexts to enhance the generalizability of the findings.