Self-Directed Learning in Pesantren: A Comparative Insight from Montessori Education and Ibn Ṭufail’s Ḥayy ibn Yaqẓān
DOI:
https://doi.org/10.21111/attadib.v20i2.14902Keywords:
Ḥayy bin Yaqẓān, Ibn Ṭufail, Islamic Education, Montessori, Self-Directed LearningAbstract
Twenty-first century education requires an approach that encourages students to be independent and actively participate in the learning process. Self-Directed Learning (SDL) is a relevant pedagogical approach for addressing these challenges. This study aims to analyze and compare the pedagogical values of the SDL approach from two perspectives: the Montessori method from the western educational tradition and the Mulāzamat al-Fikr wa al-Nafs approach from the classical Islamic educational tradition, as presented in the story of Ḥayy ibn Yaqẓān by Ibn Ṭufail. This study employs a qualitative approach with a literature review. Data were collected from primary sources, such as the original works of Maria Montessori and the classical text Ḥayy ibn Yaqẓān by Ibn Ṭufail, as well as secondary sources, such as relevant scientific articles and reference books. Content analysis was used to identify and classify text content, uncovering the core principles of SDL according to Montessori and Ibn Ṭufail, comparing them within the context of modern education particularly pesantren (Islamic boarding school), and synthesizing the findings to contribute conceptually to Islamic educational development. The study’s results are presented in comparative tables and diagrams that visualize the intersections and differences in the two approaches’ pedagogical values. The findings demonstrate that both approaches prioritize students as active participants, emphasize the significance of direct experience and environmental exploration, promote the cultivation of independence, reflective thinking, and spiritual awareness The integration of Montessori’s structured principles with the philosophical-spiritual approach of Ḥayy ibn Yaqẓān holds significant potential as a conceptual foundation for developing a holistic-spiritual Islamic education model that effectively responds to the evolving needs and development of pesantren as contemporary Islamic educational institutions.References
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