Intrinsic Motivation in Islamic Education

A Comparative Study of Abraham Maslow’s Theory and the Concept of Ghirah in Islamic Psychology

Abstract

Low student motivation in Islamic Religious Education (IRE) is a fundamental issue that hinders the optimal achievement of Islamic educational goals. The urgency of this study lies in the pressing need for a motivational approach that not only relies on Western psychological theories but also integrates Islamic spiritual values. This study aims to conduct a comparative analysis of the concept of intrinsic motivation according to Abraham Maslow’s theory and the concept of Ghirah in Islamic psychology, as well as to examine the contributions of both to the development of PAI instruction and the formation of Muslim character. The method employed is a literature review (library research) using a comparative-analytical approach to relevant primary and secondary sources. The results of the study indicate that there is a significant convergence between Maslow’s hierarchy of needs and the concept of Ghirah in Islam, where both emphasize the inner drive of the individual as the driving force behind behavior. Ghirah, as a religious zeal stemming from faith, provides a transcendental dimension not found in Maslow’s theory. The integration of these two concepts implies the development of more holistic models, methods, strategies, media, and evaluation of Islamic Education (PAI), and contributes to the internalization of Islamic reasoning, faith, and ihsan in the formation of a complete Muslim character.