Heutagogical Self-Directed Learning in an Indonesian Islamic Senior High School: Teacher Scaffolding, Digital Practices, and Policy Implications
DOI:
https://doi.org/10.14421/hjie.2025.52.08Keywords:
Self-Directed Learning, Heutagogy, Teacher Scaffolding, Digital Practices, Islamic Senior High-SchoolAbstract
This study explores how self-directed learning (SDL) is fostered in the digital era within State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Yogyakarta. Using a qualitative descriptive approach, data were collected through interviews, classroom observations, and document analysis involving teachers, students, and school leaders. The data was analyzed using a thematic analysis approach with the interactive model of Miles, Huberman, and Saldaña through the process of data reduction, data presentation, and drawing conclusions. The findings reveal a significant shift in learning behavior, where students show increased autonomy and motivation to seek online learning resources such as YouTube, academic journals, and educational websites. Teachers’ roles have evolved from traditional instructors to digital facilitators who guide students in planning, monitoring, and reflecting on their learning through platforms like Google Classroom, Padlet, and Quizizz. However, challenges remain, including inconsistent motivation among students, limited digital literacy among teachers, and unequal access to internet facilities. Cultural factors also influence the pace of transformation from teacher-centered to student-centered learning. This study is limited to several Islamic senior high schools in Yogyakarta, and the findings rely on qualitative data that may not be generalizable. Future research should involve broader school contexts, employ mixed-method approaches, and examine long-term or intervention-based efforts to strengthen self-directed learning in digital environments.
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