MODEL PEMBELAJARAN TAMKIN BERBASIS CYBER-HEUTAGOGY APPROACH UNTUK MENINGKATKAN MAHARAH KALAM DI PBA UNSIQNIM.: 20304021004Chairani AstinaauthorThe teaching of Mahārah Kalām (Arabic speaking skills) in higher education continues to face several challenges, including students' low self-confidence in speaking Arabic, teacher-centered instructional practices, underdeveloped learner autonomy, and the limited integration of digital technology into the learning process. This study aimed to (1) analyze the needs for developing a Mahārah Kalām learning model, (2) design and develop the Tamkīn Model based on Cyber-Heutagogy, and (3) examine the validity, practicality, and effectiveness of the model in improving the Arabic speaking skills of students in the Arabic Language Education Study Program at Universitas Sains Al-Qur'an (UNSIQ). This study employed a Research and Development (R&D) approach using the ADDIE instructional design model proposed by Branch, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. The model was developed through a synthesis of the needs analysis and the integration of several theoretical foundations, including Language Acquisition Theory, Social Constructivism, Expectancy Theory, Humanistic Learning Theory, Differentiated Learning, Cybergogy, and Heutagogy. This theoretical synthesis resulted in the development of the Tamkīn Model based on Cyber-Heutagogy, operationalized through the ACT-SAIN learning syntax: Affirmation, Self Concept, Tendency, Self Initiative, Action Note, Implementation, and Nurture. These stages were designed to foster learners' motivation, self-concept, goal orientation, learning initiative, reflective practice, authentic communication, and sustainable learning. The research produced the Tamkīn Model together with supporting instructional products, including a model handbook, lecturer and student guidebooks, a Semester Learning Plan (RPS), learning modules, student worksheets (LKM), assessment rubrics, digital learning media based on a Learning Management System (LMS), and an implementation observation instrument. Expert validation indicated that both the model and its supporting instructional materials achieved a highly valid category. The implementation of the model also proved effective in enhancing students' Mahārah Kalām, as evidenced by an increase in the mean score from 62.56 in the pre-test to 77.47 in the post-test, an increase in learning mastery from 18.75% to 90.63%, and an N-Gain score of 0.40, indicating a moderate level of improvement. This study contributes to the field by the development of the Tamkīn Model as a Mahārah Kalām instructional model that integrates the concept of Tamkīn as an educational paradigm of empowerment toward learner autonomy, synthesizes multiple contemporary learning theories, and incorporates the Cyber-Heutagogy approach into the ACT-SAIN instructional syntax. Beyond improving Arabic speaking proficiency, the model promotes autonomous, reflective, and collaborative learning supported by digital technology and Artificial Intelligence (AI). Consequently, it offers both conceptual and pedagogical contributions to the advancement of Arabic language education in higher education within the context of the digital era.371.36 Metode Pengajaran, Metode Pembelajaran2026-07-14UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis