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All Journal Majalah Kesehatan Pharmamedika Jurnal Ilmiah Publika Abdimas Awang Long: Jurnal Pengabdian dan Pemberdayaan Masyarakat International Journal of Education and Social Science (IJESS) Jurnal Industri dan Inovasi (INVASI) Sepakat : Sesi Pengabdian Kepada Masyarakat Proceedings Series of Educational Studies Journal Socio Humanities Review TIME Journal
Linda Afriani
Sekolah Tinggi Farmasi Indonesia Perintis, Padang
Humanities Biochemistry, Genetics & Molecular Biology Control & Systems Engineering Decision Sciences, Operations Research & Management Education Engineering Health Professions Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences Transportation Other

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Journal : TIME Journal

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Pedagogy, Andragogy, And Heutagogy: Differences And Relevance For 21st Century Teachers: Pedagogi, Andragogi, Dan Heutagogi: Perbedaan Dan Relevansinya Bagi Guru Abad Ke-21 Mutmainnah; Cahyani, Okik Dwi; Afriani, Linda
Transformation of Islamic Management and Education Vol. 1 No. 2 (2024): July-December
Publisher : Sekolah Tinggi Agama Islam Al-Muntahy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65663/timejournal.v1i2.82

Abstract

This study was conducted with the aim of determining the differences in pedagogical, andragogical, and heutagogical learning theories. Heutagogical theory is a continuum of pedagogy and andragogy. Based on the understanding of the PAH continuum (Pedagogy-Andragogy-Heutagogy), we want to determine the relevance of the PAH learning theory to the characteristics of teachers in the 21st century. The research method used is a literature review with the aim of determining the concepts of various literatures related to the PAH continuum and the suitability or not of the learning theory with 21st century teachers. The results of this study indicate that pedagogical theory focuses on the teacher-centered learning process and is not centered on students. Andragogical theory is a learning process that emphasizes that to become active learners, they need to independently plan their learning needs and know how they obtain and feel satisfied. Heutagogical theory emphasizes that students have full autonomy in the learning process in the classroom by creating an active and enjoyable learning atmosphere for them. Learning in the 21st century demands innovation so that education should not impose limitations on learners to be able to expand their knowledge, so that for teachers the theory of andragogy is still considered relevant for 21st century learning, while heutagogy is more suitable for learning in higher education.
Growth Mindset Based Teacher Supervision Model In Education: Literature Review Hakim, Athrusy Robiul; Setyawan, Jefri Nanang; Afriani, Linda; Mutmainnah; Bafadal, Ibrahim; Ubaidillah, Aan Fardani
Transformation of Islamic Management and Education Vol. 2 No. 2 (2025): July-December
Publisher : Sekolah Tinggi Agama Islam Al-Muntahy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65663/timejournal.v2i2.109

Abstract

The growth mindset-based teacher supervision model is an innovative approach in the development of teacher professionalism that emphasizes the mindset that abilities can continue to be developed through effort, perseverance, and self-reflection. This study aims to formulate a more humanistic and strategic model of supervision by focusing on the growth of teachers as lifelong learners. Through the literature review method, this study examines relevant theories and the results of previous studies that support the concept of growth mindset in education. This model is structured in a controlling cycle framework that includes five main stages: standardization, data-driven monitoring, deviation detection, corrective action, and feedback loop. Indicators of teacher mindset growth include active participation in professional development, learning innovation, acceptance of feedback, and self-reflection skills. In addition, this model is enriched with evaluation instruments such as reflective journals, peer review, and collaborative coaching. The results of the study show that the implementation of growth mindset-based supervision is able to create a school culture that is adaptive, collaborative, and oriented towards improving the quality of education. Thus, this model is expected to be a practical and theoretical reference for school principals and education supervisors in improving the quality of teacher human resources in a sustainable manner in the midst of today's educational challenges.
Co-Authors Aan Fardani Ubaidillah Agus Timan Ahmad Hambali Alex Chandra Andhyka Tyaz Nugraha Arianesya, Nadia Ayunin, Qurrota Azelina, Izmy Maulidya Bharoto, Rd. Mahendra Haryo Burhanuddin Cahyani, Okik Dwi Chidayatiningsih, Rina Dwi Wulandari Eka Rista Harimurti Fachry Abda El Rahman Fikri Aulia Fuad Indra Kusuma Hakim, Athrusy Robiul Harimurti, Eka Rista Harsono, Yhonanda Hidayatullah, M. Refqi Ibrahim Bafadal Karima, Ummul khusnul khotimah Maisyaroh Mutiara, Ponasari Mutmainnah Nadiputri, Anggi Nurmutiarani Nurabadi, Ahmad Otto Fajarianto Prasetyo, Abdul Rahman Putri, Valentina Kusmala Ria Afrianti Rizqi Wahyudi Setyawan, Jefri Nanang Sitti Aisyah Sunarni utari, tria ina Welly Wihayati, Welly