<![CDATA[The transformation of 21st-century learning encourages educational institutions, including Islamic boarding schools, to develop learning approaches that are not only oriented toward material mastery but also foster creativity, active student involvement, and student-centered learning. This study aims to analyze teachers' learning approaches at the Daarul Ukhuwwah Putri 1 Islamic Boarding School from the perspective of Yong Zhao's 21st-century learning theory. The research uses a qualitative approach with a case study design. Data were obtained through in-depth interviews with teachers as the main informants, non-participatory classroom observations of the learning process, and semi-structured interviews with students as a form of triangulation. The analysis focused on the three dimensions of Yong Zhao's theory, namely student engagement, creativity, and personalized learning. The results showed that students' active involvement was fostered through quizzes, educational games, sharing activities, and two-way communication during the learning process. Teachers' creativity is reflected in their ability to integrate lecture methods with various interactive activities, making learning more engaging without compromising the educational characteristics of Islamic boarding schools. Meanwhile, personalized learning is achieved through re-explaining the material, providing opportunities for questions, offering learning assistance, and forming study groups tailored to student needs. This study concludes that the implementation of Yong Zhao's 21st-century learning theory in the pesantren environment is better understood as a pedagogical adaptation rather than a comprehensive learning change. These findings show that 21st-century learning values can be contextually integrated with the characteristics of pesantren education through pedagogical innovations that still maintain Islamic educational culture and values.]]>
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