<![CDATA[The success of learning the Arabic language is closely linked to motivation, particularly within the Arabic Preparation Department (Idad Lughawi) at Muslim Cendekia University, which currently faces noticeable variations in students' language achievement levels. This study aims to identify the motivations for learning Arabic among students in the university's Arabic Preparation Department and to uncover effective methods for stimulating this motivation to enhance the educational process. The study adopted a descriptive-analytical approach, utilizing a stratified random sample of 55 students out of a total population of 119. Data collection instruments included a 20-item questionnaire and semi-structured interviews with three instructors from the department. The collected data were analyzed both statistically and interpretively. The findings revealed a clear hierarchy of motivations; religious and value-based motivation ranked first at 100%, followed by aesthetic and intrinsic motivations, and subsequently, cognitive and achievement motivations. Furthermore, the study showed that the instructors' linguistic competence, the adoption of an eclectic approach, and the implementation of the ARCS model alongside spiritual activities were the most prominent methods for stimulating motivation. This resulted in 100% of the students practicing the language out of free will, beyond formal academic requirements. The study concludes that integrating the Arabic language with spiritual and aesthetic values transforms motivation into a doctrinal commitment and sustainable self-directed learning that goes beyond mechanical acquisition. The study recommends developing educational modules based on aesthetic and rhetorical approaches to ensure the sustainability of linguistic enthusiasm.]]>
