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

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.