Bahasa Arab sebagai Simbol Identitas Santri: Analisis Motivasi Belajar Berbasis Eksistensi Sosial-Religius pada Mahasiswa Pendidikan Bahasa Arab Universitas Kiai Abdullah Faqih Gresik

Muhammad Farih; Adi Juiarto; Muhammad Alawy; Muhamad Syaifiudin; Mas Achmad Ali Akbar; Muhammad A'inul Haq; Ahmad Nuruddin

doi:10.51214/jicalls.v3i2.1960

Muhammad Farih Universitas Kiai Abdullah Faqih Gresik, Indonesia
Adi Juiarto Universitas Kiai Abdullah Faqih Gresik, Indonesia
Muhammad Alawy Universitas Kiai Abdullah Faqih Gresik, Indonesia
Muhamad Syaifiudin Universitas Kiai Abdullah Faqih Gresik, Indonesia
Mas Achmad Ali Akbar Universitas Kiai Abdullah Faqih Gresik, Indonesia
Muhammad A'inul Haq Universitas Kiai Abdullah Faqih Gresik, Indonesia
Ahmad Nuruddin Institut Agama Islam Sunan Kalijogo Malang, Indonesia

DOI: https://doi.org/10.51214/jicalls.v3i2.1960

Keywords: Arabic Language, Boarding School, Hybrid Model, Religious Motivation, Santri Identity

Abstract

This study investigates the dynamics of learning motivation among Arabic Language Education undergraduates at Kiai Abdullah Faqih University who possess a distinct santri (Islamic boarding school student) background. Specifically, it explores the intricate interplay between socio-religious motivation, identity construction, and the transitional friction experienced when moving from traditional pesantren environments to higher education. Utilizing a mixed-methods design, empirical data were gathered via structured questionnaires. The findings reveal that the Arabic language functions not merely as a linguistic tool, but as a crucial socio-religious identity marker and vital cultural capital underpinning the students' prospective roles as religious scholars and educators. Intrinsic religious orientation—chiefly the aspiration to comprehend the Qur'an and Kitab Kuning (classical Islamic texts)—serves as the primary behavioral driver, whereas extrinsic motivators, such as grade point averages (GPA), exert negligible influence. Conversely, the study uncovers a distinct "competence paradox": while students demonstrate robust oral fluency, they exhibit significant vulnerabilities in grammatical precision, culminating in linguistic fossilization and heightened academic anxiety. Furthermore, institutional transition challenges are exacerbated by the deficit of a rigorous communicative ecosystem on campus and the abrupt loss of the personalized, paternalistic mentorship (mentorship) traditionally provided by a kiai.

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