Strategi Guru dalam Meningkatkan Motivasi Siswa pada Pembelajaran Bahasa Arab di SD Muhammadiyah Bekonang

Abstract

This study aims to describe and analyze teachers’ strategies in increasing students’ motivation in learning Arabic at SD Muhammadiyah Bekonang. The background of this research lies in the low motivation and interest of elementary school students toward Arabic lessons, which are often perceived as difficult and less relevant to their daily lives. Motivation plays a crucial role in determining students’ success in language learning; therefore, teachers are expected to create a learning atmosphere that is engaging, enjoyable, and meaningful. This research employs a qualitative descriptive approach with the case study method. The data were collected through observation, interviews, and documentation, involving one Arabic language teacher and students of the fifth grade. The data were analyzed using Miles and Huberman’s interactive model, including data collection, reduction, display, and conclusion drawing. The findings reveal that the teacher applies various strategies to foster students’ motivation in learning Arabic, such as using diverse teaching methods (songs, games, question-and-answer sessions, and pair work), providing reinforcement and appreciation, creating interactive learning environments, connecting materials with students’ daily experiences, and utilizing visual and digital media. These strategies successfully improve students’ enthusiasm, participation, and self-confidence during Arabic learning activities. Supporting factors for the success of these strategies include the teacher’s competence and dedication, the religious school environment, the principal’s support for innovation, and students’ enthusiasm for fun and engaging learning activities. However, several obstacles remain, such as limited learning media, differences in students’ basic abilities, and the short duration of Arabic classes (only two hours per week).Overall, the study concludes that students’ motivation in learning Arabic can be effectively enhanced through innovative, contextual, and student-centered teaching strategies. The findings reinforce the principles of Communicative Language Teaching (CLT) and Constructivist Learning Theory, which emphasize active participation and meaningful learning experiences. Therefore, Arabic learning in elementary schools should not only focus on linguistic aspects but also aim to cultivate students’ positive attitudes, confidence, and intrinsic motivation toward Arabic as a language of knowledge, culture, and faith.