@phdthesis{digilib75423,
           month = {January},
           title = {KONSTRUKSI ELEMEN HEUTAGOGI UNTUK PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI KEAGAMAAN ISLAM NEGERI},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 20304012004 Fathiyatul Haq Mai Al Mawangir},
            year = {2026},
            note = {Prof. Dr. H. Sutrisno, M.Ag. dan Prof. Dr. Muhammad Nasir, M.Ag.},
        keywords = {Heutagogi, Pendidikan Agama Islam, Mentalitas, Kognitif},
             url = {https://digilib.uin-suka.ac.id/id/eprint/75423/},
        abstract = {Twenty-first-century learning requires university students to be active and
participatory learners; therefore, the heutagogical approach (self-determined
learning) is considered necessary to be implemented. This study aims to: (1)
analyze the practices of Islamic Religious Education (Pendidikan Agama Islam,
PAI) as experienced by students; (2) examine Islamic Religious Education
practices implemented by lecturers using a heutagogical approach; (3) analyze
the outcomes of Islamic Religious Education practices incorporating
heutagogical elements; and (4) formulate new heutagogical elements within
State Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan
Islam Negeri, PTKIN).
This study employs a qualitative approach with a case study method to
intensively investigate the practice of Islamic Religious Education using a
heutagogical approach at UIN Raden Fatah Palembang, UIN Salatiga, and UIN
Sultan Aji Muhammad Idris Samarinda. Participants were purposively selected
from program administrators, lecturers, and students of Islamic Religious
Education. Data were collected through interviews, observations, and
documentation, and were analyzed using an interactive model consisting of data
collection, data condensation, data display, and conclusion drawing/verification.
Data validity was ensured through triangulation of sources, methods, and theories.
The findings of this study reveal several key insights. First, the empirical
implementation of heutagogy across the three research sites demonstrates a shift
from structured learning toward more self-directed learning through changes in task
design, interaction patterns, and classroom assessment mechanisms. Second,
heutagogical educational practices unfold across three main stages: an initial stage
characterized by experiential learning and student autonomy; a transitional stage
marked by learning independence, project management, and peer feedback
practices; and an advanced heutagogical stage characterized by the emergence of
psychological safety, self-efficacy, and relational autonomy. Third, the activation
of heutagogical elements by lecturers is proven to stimulate holistic transformation
across students? cognitive, affective, and moral dimensions. Fourth, this study
constructs a new heutagogical element for the development of Islamic Religious
Education in PTKIN, namely, moral feeling. This element functions as a
mechanism of self-regulation that integrates conscience, rationality, and action,
ensuring that educational practice not only develops academic capability but also
fosters moral integrity. Furthermore, this element reinforces the distinctive identity
of PTKIN as institutions that integrate the tradition of Islamic moral education
(tarbiyah Islamiyah) with contemporary self-directed learning paradigms.}
}