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All Journal Jurnal Ekonomi dan Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Jurnal Penelitian Humaniora Tekno - Pedagogi : Jurnal Teknologi Pendidikan Dinamika Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia Jurnal Manajemen & Supervisi Pendidikan Jurnal Administrasi dan Manajemen Pendidikan IRJE (Indonesian Research Journal in Education) Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat JAMP : Jurnal Administrasi dan Manajemen Pendidikan
Rahmania Utari
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pedagogical Practices for Fostering Agentic Engagement in Experiential Learning: A Systematic Literature Review Hidayah, Nurul; Utari, Rahmania
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/a6ew2r80

Abstract

The increasing emphasis on student-centered learning has highlighted the importance of understanding how pedagogical practices foster learners’ ability to actively influence and participate in their learning processes. This study aims to systematically identify and synthesize pedagogical practices that support agentic engagement in experiential learning environments. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Literature searches were performed using the Scopus database, resulting in 622 identified records, of which 10 studies met the inclusion criteria and were analyzed through thematic narrative synthesis. The findings indicate that agentic engagement develops through interconnected pedagogical mechanisms, including autonomy-supportive practices, student voice and co-creation, dialogic feedback, inquiry-based learning, and collaborative problem-solving. The review also demonstrates that experiential and nonformal learning environments provide authentic opportunities for students to exercise agency through decision-making, leadership, reflection, and active participation. This study contributes to the literature by integrating fragmented evidence on pedagogical conditions that enable learner agency and by highlighting the importance of designing learning environments that position students as active contributors and co-constructors of knowledge. Future research should further examine how facilitator competencies and contextual factors influence agentic engagement across diverse experiential learning settings.
Co-Authors Adi Dewaanto Adi Dewanto Agustina, Dhian Nur Anindita Nurfitriani Azizah Iswan Ramadhani Barquna Tri Raraswati Cepi Safruddin Abdul Jabar Fitriana Luvitasari Irman Ramadhan Mada Sutapa Nur Aisyah Jamil NURUL HIDAYAH Pertiwi, Meilinda Chrisdian Putri Khoirunisa Nurfadila Syifa Aida Khoirunnisa Tina Rahmawati Widia Murni Wijaya Wiwik Wijayanti