<![CDATA[This study aims to develop and test the effectiveness of the Tamkīn Model based on Cyber Heutagogy which is designed to improve students' self-efficacy, participation, and communicative competence in maharah kalam learning. This research uses Research and Development (R&D) methods combined with a mixed methods approach. The subject of the study is a student of the UNSIQ Arabic Language Education Study Program. Quantitative data was collected using a self-efficacy questionnaire adapted from Bandura's four dimensions, while qualitative data was explored through participatory observation, in-depth interviews, and portfolio documentation. Quantitative data analysis was carried out through descriptive statistical tests, while qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that the Tamkīn Model effectively operates through seven systematic phases of ACT-SAIN. These seven phases form a dynamic, iterative, and spiral cycle, where each successfully completed cycle becomes a new mastery experience that strengthens the learner's affirmation at a higher level of confidence. Quantitatively, this model has been proven to improve all dimensions of Bandura's self-efficacy, especially in the dimensions of mastery experience and emotional states with an increase of +1.3. The proportion of students with low self-efficacy decreased drastically from 40% to 8%, while students with high self-efficacy increased to 52%. The integration of the principles of heutagogi, cybergogy, differentiated learning, and authentic assessment in this model also significantly encourages active participation and independent learning. Theoretically, this research contributes to the development of the Cyber Heutagogy framework in Arabic language learning, and practically offers a scalable operational learning design to strengthen students' self-efficacy in Islamic universities.]]>
