Factors Influencing Arabic Language Subject Achievement Among Students of Government-Aided Religious Schools (Sabk) in Kota Setar District

Muhammad Haikal Ezaham and Mohammad Taufiq Abdul Ghani
Additional contact information
Muhammad Haikal Ezaham: Department of Modern Languages, Faculty of Languages and Communication, Sultan Idris Education University
Mohammad Taufiq Abdul Ghani: Senior Lecturer, Department of Modern Languages, Faculty of Languages and Communication, Sultan Idris Education University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 11, 4252-4261

Abstract: This study explores the dominant factors influencing Arabic language achievement among students in Government-Aided Religious Schools (SABK) in the Kota Setar District, Kedah. As Arabic is central to religious knowledge and scholarly communication, students' performance reflects the overall effectiveness of Islamic education. Using a qualitative design with an interpretive phenomenological approach, semi-structured interviews were conducted with 12 Form Four students identified as high achievers in Arabic. The study is guided by Al-Ghazali's Human Development Theory, which emphasizes balanced spiritual, physical, emotional, and intellectual growth, supported by Self-Regulated Learning Theory to understand students' motivation and learning strategies. Thematic analysis revealed three key dimensions: student character, learning strategies, and peer dynamics. Findings show that personal character such as discipline, academic integrity, and spiritual sincerity drives intrinsic motivation to master Arabic. Self-directed learning strategies, including structured study plans, digital learning tools, and effective time management, further enhance proficiency. Peer influence functions in a dual way: supportive peers improve understanding through collaboration, while negative attitudes can reduce confidence and trigger language anxiety. Overall, the study highlights that Arabic achievement depends on the interplay of internal factors (character and spiritual motivation) and external factors (social support and learning environment). It recommends that SABK schools strengthen character development and social support within the curriculum to promote holistic student excellence aligned with Islamic educational philosophy.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... -4261-202512_pdf.pdf (application/pdf)
https://www.rsisinternational.org/journals/ijriss/ ... kota-setar-district/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:i:11:p:4252-4261

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().