The IMPLEMENTING THE ARCS MOTIVATIONAL MODEL IN ECONOMICS EDUCATION: A CASE STUDY OF STUDENT ENGAGEMENT IN AN INDONESIAN ISLAMIC SECONDARY SCHOOL

Abstrak

This study investigates the implementation of the ARCS (Attention, Relevance, Confidence, Satisfaction) learning model in Economics instruction at MA As-Surur Silo Jember, with particular emphasis on student engagement, learning motivation, and classroom participation. The study was conducted using a qualitative case study design to explore instructional practices within the context of Islamic secondary education. Data were obtained through classroom observations, semi-structured interviews, and document analysis involving one Economics teacher and eleven students who actively participated in the learning process. The collected data were analyzed through thematic interpretation and source triangulation to ensure the credibility and depth of the findings. The findings reveal that the ARCS model contributed positively to creating a more engaging and meaningful learning environment. The attention component enhanced students’ focus by introducing contextual economic issues related to daily life, while relevance strengthened conceptual understanding through connections between learning materials and students’ real experiences. In addition, confidence encouraged students to participate more actively in discussions and express their ideas academically, whereas satisfaction promoted sustained learning motivation through positive reinforcement. Nevertheless, the implementation process was still constrained by limited instructional time, differences in students’ academic abilities, and unequal levels of self-confidence. The study concludes that the ARCS model can function as an effective contextual pedagogical approach for fostering active and student-centered Economics learning in Islamic secondary schools.