Volume III: Education and Ecological Literacy

Integrating the ARCS Motivational Model into Arabic Pedagogy: Synergizing Islamic Values and Western Educational Psychology for Digital Learning Resilience

  • Dadan Mardani IAI AL-AZIS, Indramayu, Indonesia
  • Abdul Kodir UIN Sunan Gunung Djati Bandung, Indonesia
  • Asep Supianudin UIN Sunan Gunung Djati Bandung, Indonesia
  • Ade Nandang UIN Sunan Gunung Djati Bandung, Indonesia

Keywords

Arabic pedagogy; ARCS model; Islamic values; digital learning resilience; ecotheological literacy; LSTEAMS.

Abstract

This study proposes an integrative instructional framework for Arabic language pedagogy by synthesizing Keller’s ARCS motivational model with Islamic educational values and Malay-Islamic ecotheological awareness. It responds to the growing problem of student disengagement and declining motivation in technology-mediated Arabic learning, particularly in Islamic higher education contexts where digital transformation often emphasizes technical efficiency while neglecting spiritual, cultural, and ecological dimensions. Using a qualitative conceptual review, this study analyzes and synthesizes literature on ARCS-based motivation, digital learning resilience, Arabic pedagogy, Islamic values, and ecotheology. The analysis reconstructs the four ARCS dimensions through an Islamic epistemological lens: Attention is strengthened through reflective engagement with ayat kauniyah; Relevance is deepened through the concepts of khalifah and amanah; Confidence is supported through digital scaffolding grounded in husnuzzan; and Satisfaction is redefined through niyyah, ridha, and empathetic instructor presence. The findings indicate that integrating ARCS with Islamic values can transform Arabic learning from a merely linguistic and technological activity into a spiritually meaningful, ecologically responsive, and resilience-oriented pedagogical process. This framework offers practical implications for curriculum designers and Arabic lecturers in developing hybrid or digital learning modules aligned with Outcome-Based Education and LSTEAMS principles. The originality of this study lies in its effort to bridge Western motivational psychology and Islamic epistemology to cultivate digital resilience, moral responsibility, and ecotheological literacy in Arabic language education.

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