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Muhammad Nurul Mubin
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Faculty of Tarbiyah and Education, 2nd floor, House of Journal, State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia. Marsda Adisucipto Street Yogyakarta 55281 Indonesia.
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INDONESIA
HEUTAGOGIA: Journal of Islamic Education
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 28097769     EISSN : 27983579     DOI : https://doi.org/10.14421/hjie
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media
Aims and Scope The journal focuses its scope on the issues of Islamic Education. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 201 Documents
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Heutagogical Reconfiguration in Islamic Boarding Schools: Enacting Self-Determined Learning in Pesantren Education Sadiran, Sadiran; Muasomah, Luluk; Rifa'i, Arif Ma'mun; Prasetiyo, Eko
HEUTAGOGIA: Journal of Islamic Education Vol. 6 No. 1 (2026): Article in Press
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2026.61-05

Abstract

This study explores how heutagogical principles are enacted within pesantren learning practices and how these practices contribute to more inclusive, integrative, and learner-centered Islamic education. Using a qualitative interpretive design, the study was conducted in two pesantren in Ngawi, East Java, Indonesia: Pondok Pesantren Syech Salaubina and Pondok Pesantren Utsman bin Affan. Data were collected over four months through semi-structured interviews, participant observation, and document analysis involving two leaders, six teachers, and six senior santri. The data were analyzed through reflexive thematic analysis, with attention to learner agency, reflective engagement, curriculum integration, and inclusive participation. The findings show that both pesantren are moving beyond teacher-centered instruction toward pedagogical practices that support student participation, contextual interpretation of knowledge, and collaborative meaning-making. Pesantren Syech Salaubina emphasizes dialogical and reflective learning, while Pesantren Utsman bin Affan emphasizes structured integration of the curriculum and the practical application of religious knowledge. Across both cases, inclusive classroom environments emerge as a key condition for learner agency and capability development. The study contributes to Islamic education by showing that heutagogical principles can be embedded within pesantren traditions without displacing their epistemic foundations. Its main limitation is the small number of cases and its focus on classroom-level practices. Future research should examine a wider range of pesantren settings and investigate the longer-term effects of heutagogical practices on student development.

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