From Self-Determination Theory to the Qur’anic Motivational Paradigm: A Psychological Reconstruction of Islamic Education through the Language of the Qur’an
DOI:
https://doi.org/10.61455/sujiem.v4i01.628Keywords:
educational motivation, islamic educational psychology, self-determination theory, qur’anic language, qur’anic motivation paradigmAbstract
Objective: This study aims to reconstruct the psychology of Islamic education by developing the Qur’anic Motivation Paradigm (QMP) as an alternative motivational framework that complements the psychological-individual orientation of Self-Determination Theory (SDT) with moral, spiritual, and transcendental dimensions derived from the language of the Qur’an. Theoretical framework: The study positions SDT, particularly its three basic psychological needs—autonomy, competence, and relatedness—as the contemporary theoretical foundation, while integrating Qur’anic concepts of motivation, intention, self-regulation, responsibility, and spiritual orientation. Literature review: Existing literature demonstrates the significant contribution of SDT to understanding intrinsic motivation and learner engagement; however, its predominantly psychological framework provides limited conceptual space for transcendence, divine accountability, moral purpose, and spiritual consciousness central to Islamic education. Qur’anic linguistic concepts offer an important foundation for addressing this theoretical limitation. Method: This qualitative conceptual study employs conceptual analysis, philosophical inquiry, Qur’anic linguistic analysis, and theory-building procedures to critically examine SDT assumptions and systematically formulate an alternative motivational framework. Results: The analysis indicates that Qur’anic language functions not merely as a medium of revelation but also as a psychological architecture shaping intention, self-regulation, hope, moral responsibility, transcendental awareness, and orientation toward excellence. The QMP consequently comprises seven interconnected constructs: niyyah, ikhlāṣ, taqwā, iḥsān, rajā’, khawf, and amānah. Unlike SDT, which primarily conceptualizes motivation through psychological needs, QMP integrates cognitive, affective, moral, spiritual, and transcendental dimensions into a unified motivational process. Implications: The paradigm provides a theoretical foundation for developing Islamic Educational Psychology, designing spiritually integrated learning environments, and expanding contemporary motivational theory beyond individual psychological needs. Novelty: This study introduces QMP as a Qur’anically grounded motivational paradigm that reconstructs educational psychology through the linguistic architecture of the Qur’an, establishing a distinctive bridge between contemporary psychological theory and Islamic epistemology.
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