KONSTRUKSI ELEMEN HEUTAGOGI UNTUK PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI KEAGAMAAN ISLAM NEGERI

Fathiyatul Haq Mai Al Mawangir, NIM.: 20304012004 (2026) KONSTRUKSI ELEMEN HEUTAGOGI UNTUK PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI KEAGAMAAN ISLAM NEGERI. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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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.

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