Maslow Based Guidance and Counseling Strategies to Enhance Arabic Learning Motivation in Maahad Tahfiz

Abstract

In tahfiz-based educational institutions, many students face challenges in maintaining strong motivation to learn Arabic, even though mastering the language is crucial for understanding and memorizing the Qur’an. This study aims to explore the strategies employed by teachers in guidance and counseling to enhance students' motivation in learning Arabic at Maahad Tahfiz As-Sa’idiyyah (MTAS), Malaysia. It also seeks to identify the challenges faced by teachers when implementing the strategies. This qualitative descriptive research employs a case study approach. The research subject purposively consisted of 2 teachers and 10 students. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model. The results reveal that teachers apply several strategies, including humanistic and personal approaches, emotional support, linking learning goals with spiritual values, and forming collaborative learning groups. These strategies align with Maslow's hierarchy of needs, from safety to self-actualization. Challenges include limited time, lack of formal counseling training, varied student backgrounds and lack of support from institution. The study concludes that a holistic and psychologically grounded approach can serve as an effective strategy to enhances Arabic learning motivation in tahfiz-based institutions.