TEACHERS’ PERCEPTIONS TOWARD HEUTAGOGY AS THE NEW PARADIGM IN THE 21ST CENTURY EDUCATION

Khalif Rahma Riesty Fauzi, Yulianto Saba

Abstract


Heutagogy is an educational approach that focuses on self-determined learning and the development of learner capabilities. It places the learner as the primary agent in their own learning process, emphasizing personal experience and independent exploration. In spite of the close relationship between heutagogy and Merdeka curriculum, not many Indonesian teachers are aware of heutagogy. Therefore, this study was addressing specifically how the teachers in Indonesia perceived heutagogy in teaching and learning process. The study involved collecting and analysing non-numerical data that was the results of a survey in the Google form distributed by the writer. The respondents of this study were twenty teachers of IIS SMP Progressive Bumi Shalawat. The survey results showed that most of the teachers as the participants in the study were not really aware of Heutagogy terminology although they had ideas about self-determinism, life-long learning, capability, double-loop learning, and self-reflection. Moreover, the survey results revealed that the respondents in this study were very interested in the concept of heutagogy. Hence, this study focused on the teacher's perceptions of heutagogy in learning practices.  

 


Save to Mendeley


Keywords


Pedagogy; andragogy; heutagogy

Full Text:

PDF

References


Agonács, N., & Matos, J. F. (2019). Heutagogy and self-determined learning: a review of the published literature on the application and implementation of the theory. Open Learning, 34(3), 223–240. https://doi.org/10.1080/02680513.2018.1562329

Akyildiz, S. (2019). Do 21st Century Teachers Know about Heutagogy or Do They Still Adhere to Traditional Pedagogy and Andragogy? International Journal of Progressive Education, 15(6), 151–169. https://doi.org/10.29329/ijpe.2019.215.10

Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161. https://doi.org/10.1016/0146-6402(78)90002-4

Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076

Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1.

Breen, P. (2018). Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action. In Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action. https://doi.org/10.16997/book13

Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59–71. https://doi.org/10.1080/03098770903477102

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. In Jurnal Penelitian Pendidikan Guru Sekolah Dasar (1st Editio, Vol. 6). New: Springer.

Febri. (2022). Pendekatan Pembelajaran Heutagogy untuk Meningkatkan Kreatifitas Siswa: Systematic Literature Review. 13(2), 113–117.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. Retrieved from https://www.semanticscholar.org/paper/Metacognition-and-Cognitive-Monitoring%3A-A-New-Area-Flavell/ee652f0f63ed5b0cfe0af4cb4ea76b2ecf790c8d

Gillaspy, E., & Vasilica, C. (2021). Developing the digital self-determined learner through heutagogical design. Higher Education Pedagogies, 6(1), 135–155. https://doi.org/10.1080/23752696.2021.1916981

Glassner, A., & Back, S. (2020). Exploring Heutagogy in Higher Education. In Springer. Springer. https://doi.org/10.1007/978-981-15-4144-5_5

Gros, B., Kinshuk, & Maina, M. (2016). The Future of Ubiquitous Learning: Learning Desings for Emerging Pedagogies. Lecture Notes in Educational Technology. The Future of Ubiquitous Computing, (July). https://doi.org/10.1007/978-3-662-47724-3

Hase and Kenyon. (2000). From Andragogy to Heutagogy. In Ulti-BASE In-Site. Retrieved from http://ultibase.rmit.edu.au/New/newdec00.html

Kemendikbudristek. (2023). Kurikulum Merdeka. Retrieved from Pusat Kurikulum dan Pembelajaran website: https://kurikulum.kemdikbud.go.id/kurikulum-merdeka/

Knowles, M. (1980). THE MODERN PRACTICE OF ADULT EDUCATION From Pedagogy to Andragogy REVISED AND UPDATED 4 What Is Andragogy? In the Beginning Was Pedagogy. Religious Education. Retrieved from https://pdfs.semanticscholar.org/8948/296248bbf58415cbd21b36a3e4b37b9c08b1.pdf

Moore, R. L. (2020). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381–401. https://doi.org/10.1080/01587919.2020.1766949

Muryanto, R. (2022). Heutagogy Approach in Merdeka Curriculum. Pedagogia Jurnal Ilmu Pendidikan P, 71–80.

Paul, I., & Kumar, K. (2020). Heutagogy: An Effective Self-Determined Approach for Teachers’ Continuous Professional Development (CPD). Studies in Indian Place Names, 40(3), 6157–6170. Retrieved from https://archives.tpnsindia.org/index.php/sipn/article/view/3441

Schön, D. A. (1983). The Reflective Practitioner_ How Professionals Think In Action. In Supporting Learning and Teaching. New York: Basic Books.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.




DOI: https://doi.org/10.33508/mgs.v52i1.4914