Heutagogical Reconfiguration in Islamic Boarding Schools: Enacting Self-Determined Learning in Pesantren Education

Sadiran Sadiran; Luluk Muasomah; Arif Ma'mun Rifa'i; Eko Prasetiyo

doi:10.14421/hjie.2026.61-05

Authors

Sadiran Sadiran Institut Agama Islam Ngawi, Indonesia
Luluk Muasomah Institut Agama Islam Ngawi, Indonesia
Arif Ma'mun Rifa'i Institut Agama Islam Ngawi, Indonesia
Eko Prasetiyo Institut Agama Islam Ngawi, Indonesia https://orcid.org/0009-0008-6626-6828

DOI:

https://doi.org/10.14421/hjie.2026.61-05

Keywords:

Heutagogy, Pesanten, Self-Determined Learning, Learner Agency

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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