<![CDATA[This study aims to describe and analyze the fulfillment of autonomy needs in students’ motivation to learn Arabic at PPTQ As-Sa’adah Malang based on the perspective of Self-Determination Theory (SDT). This research was motivated by the importance of motivation in language learning and the differences in students’ learning independence within the structured environment of Islamic boarding schools. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews with students and boarding school caregivers, participatory observation, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings revealed that the students’ autonomy needs were reflected in their freedom to choose learning strategies, involvement in determining learning methods, ability to motivate themselves when experiencing laziness, and personal goals in learning Arabic. Some students demonstrated independent learning initiatives through muhadasah practices, self-directed vocabulary searching, and peer discussions. However, other students still depended heavily on teachers’ guidance during the learning process. Furthermore, Arabic learning at PPTQ As-Sa’adah remains within a compulsory and structured boarding school system, causing autonomy implementation to coexist with teacher control and direction. This study indicates that the fulfillment of autonomy needs contributes to increasing students’ engagement and motivation in learning Arabic.]]>
