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SETYONINGRUM, INDRI AJENG
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The Effectiveness of Heutagogy Approach on Student Learning Achievement SETYONINGRUM, INDRI AJENG
Lifelong Education Journal Vol 5 No 1 (2025): April
Publisher : Ikatan Mahasiswa Pendidikan Luar Sekolah ( IMADIKLUS )

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59935/lej.v5i1.309

Abstract

This study examines the effectiveness of the heutagogy approach in learning digital entrepreneurship for learners of intermediate-level equivalency programs at Community Learning Centres (CLCs) or Pusat Kegiatan Belajar Masyarakat (PKBM). This research used a parallel group experimental design involving 40 learners that naturally divided into control and experimental groups. Both groups received the same material in an equal amount of time but with different learning approaches: the control group used conventional direct learning methods, while the experimental group followed heutagogy-based learning. Learning outcomes were evaluated through knowledge measurement using the same instrument, and differences between groups were analyzed using the ANCOVA parametric statistical test, taking into account covariates to increase the validity of the analysis. The results showed that the group that followed the heutagogy approach experienced a significant increase in learning outcomes compared to the control group. The questionnaire results reinforced findings, which revealed that heutagogy-based learning increased learners' awareness of learning needs, independence, and self-reflection. This research confirms that the heutagogy approach is efficacious in improving the cognitive aspects of learning and encourages the development of character and independent learning competencies that are very important in non-formal education.
Heutagogy in Research-Based Learning at Sanggar Anak Alam (SALAM) Yogyakarta Setyoningrum, Indri Ajeng
Proceedings International Conference on Education Innovation and Social Science 2022: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study described the design of the heutagogy approach applied at Sanggar Anak Alam (SALAM) Yogyakarta. Heutagogy is the study of self-determined learning. Heutagogy provides opportunities for students to choose what to learn and how to learn it freely. SALAM is one of the alternative schools that has applied the concept of a heutagogy approach for a long time. The learning model used by the SALAM learners is research-based learning. This research design is qualitative with a descriptive type of research where data collecting from interviews, observations, field notes, and personal documentation described in the form of descriptive narratives. The research findings show that SALAM applies the design concept of a heutagogy approach in the research-based learning process which includes self-determination of learning contracts, flexible curriculum formation, self-directed questions, flexible and negotiable assessments, reflective exercises, and collaborative learning. Through a heutagogy approach with research-based learning, SALAM students can face the challenges of the 21st century needs.
Community-based Stem Ecosystem in Indonesian Muslim Communities Setyoningrum, Indri Ajeng; Handoko, Tri
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to formulate a model of a community-based STEM innovation ecosystem within the context of non-formal education in Indonesian Muslim communities. The background of this review is rooted in the limited access to relevant STEM education for Muslim communities, particularly in rural and peri-urban areas, alongside the substantial potential of Islamic non-formal educational institutions-such as Islamic boarding schools (pesantren), Qur'anic learning centers (TPA), and Islamic study groups (majelis taklim)-to serve as venues for contextual learning. The research employed a literature review of over 50 sources-including peer-reviewed journals, academic books, policy documents, and research reports-analyzed thematically and critically. The analysis process involved thematic coding, conceptual synthesis, critical evaluation, and the construction of a conceptual model. Findings indicate that an effective STEM innovation ecosystem requires six key components: (1) community-based learning environments, (2) local actors serving as facilitators, (3) contextual curricula integrated with Islamic values, (4) project-based learning methods, (5) accessible low-tech support, and (6) strategic partnerships with external stakeholders. This model is holistic and participatory, aligning with the social, cultural, and spiritual characteristics of Muslim communities. The findings provide a conceptual contribution to value-driven, locally grounded non-formal education innovations and offer insights for more responsive policy and practical frameworks. The study recommends capacity-building for facilitators, adaptive curriculum development, and strengthened multi-sectoral collaboration as strategic measures for the sustainable implementation of the model.
Co-Authors Tri Handoko