Heutagogy Approaches for Arabic Learning in Higher Education in

Industrial Revolution 4.0

Saproni Muhammad Samin, Rojja Pebrian, Alﬁtri Zulkiﬂi

Department of Education of Arabic Language,Universitas Islam Riau, Pekanbaru, Indonesia

Keywords:

Heutagogy Approach, Arabic Lerning, Higher Education, Indrustrial Revolution 4.0

Abstract:

This article aims to address a problem formulation of the Heutagogical Approach to Learning Arabic in the

Era of the industrial revolution 4.0. This research is a qualitative using a descriptive method. Whereas data

collection and theoretical sampling use the Library research method. In analyzing the data, the researcher

uses descriptive analysis, while the framework of this research is that if at the global level today, the world

of education demands a rapid adaptation process, and one of the approaches in education is the heutagogy

approach, while language learning emphasizes on skills, so far where is the compatibility of Arabic learning

with the Heutagogi approach. And the conclusion is that learning Arabic at the higher education level is very

possible to use a heutagogic approach.

1 INTRODUCTION

Changes that occur very quickly in this world require

the world of education to be able to adapt so that

they can provide the answers needed by the demands

of the times, just as the drums of the industrial

revolution 4.0 (RI 4.0) have changed the patterns of

human thought and gave birth to new paradigms in

viewing various problems of life. In the world of

education, at least the approach to treating students

has come to one term that is prominent, the heutagogy

approach, after passing through the pedagogy and

andragogy approaches. Heutagogy was deﬁned

by Hase and Kenyon “as self-determined learning

studies” (Kenyon and Hase, 2001).

Heutagogyis a holistic approach to improve

students’ abilities, by learning as an active and

proactive process, and students serving as ”The main

agents in their own learning, which occur as a result

of personal experience” (Hiryanto, 2017).

According to (Tjandra and Santoso, 2018)

the Heutagogi Method is a method of learning

in which teachers and learners learn from one

another. This method was created with the aim of

gaining knowledge effectively and efﬁciently, namely

obtaining as much knowledge as possible in the

shortest possible time. Based on the objectives of the

Heutagogi Method, this method has the same vision

as the RI 4.0 Era.

The teaching of Arabic as well as the teaching of

other foreign languages, is the teaching of language

skills. On the other hand, there are demands

arising in the current era to optimize the abundant

materials on the internet and foreign language

learning applications that are also a lot of alternative

choices according to the wishes of the community,

so that it becomes a challenge to be investigated

in Arabic language teaching the possibility of using

heutagogical approach. Therefore, this article aims

to address a problem formulation of the Heutagogical

Approach to Learning Arabic in RI 4.0 Era. This

research is a qualitative research using a descriptive

approach. While data collection and theoretical

sampling use the Library research method, which is

a method using literature (literature), whether in the

form of books, notes, or reports on the results of

previous studies. (Hasan, 2002). In analyzing data,

the researcher uses descriptive analysis, which is data

analysis which aims to provide an explanation of

the research subject based on data obtained from the

subject studied systematically, actual and accurate.

(Brata, 1991). Data analysis in this research was

carried out before entering the ﬁeld, while in the ﬁeld,

and after being in the ﬁeld. (Sugiyono, 2014).

While the framework of this research is that if at

the global level related to the emergence of the RI 4.0

requires the world of education to make a process of

rapid adaptation to meet the demands of change that

occurs and one of the approaches to treating students

who become the continuation of the andragogical

454

Samin, S., Pebrian, R. and Zulkiﬂi, A.

Heutagogy Approaches for Arabic Learning in Higher Education in Industrial Revolution 4.0.

DOI: 10.5220/0009382304540457

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industrial

Revolution 4.0, pages 454-457

ISBN: 978-989-758-464-0

approach is the heutagogy approach, then it needs

formulate the compatibility of Arabic learning with

the Heutagogi approach.

2 CHARACTERISTICS OF

HEUTAGOGY AS AN

APPROACH IN EDUCATION

RI 4.0 has changed the pattern of human thought and

gave birth to new paradigms in looking at various

life problems. The Heutagogi Method is a learning

method in which teachers and learners learn from one

another. This method was created with the aim of

gaining knowledge effectively and efﬁciently, namely

obtaining as much knowledge as possible in the

shortest possible time. Based on the objectives of the

Heutagogi Method, this method has the same vision

as RI 4.0, which is to improve human resources.

(Tjandra&Santoso, 2018)

The heutagogy method is a method in which the

instructor and learner are reciprocal in the learning

process carried out, so that with the same period of

time, the ideas obtained will be two times more than

the learning methods in general. In this method,

the teacher does not provide certain restrictions, the

instructor only facilitates the learner. (Ridha, 2018)

In this case (Halsall et al., 2016) conﬁrms deeper

about the heutagogy that it has been concluded

that learning is determined solely by students,

the shift of paradigm towards self-determined

learning, heutagogy will largely determine learning

experiences for students, it will be able to contribute

to the improvisation of the quality and skills

demanded of a graduate in today’s society. using

a self-determined approach to learning and teaching

provides a transformative curriculum that will

enhance students’ abilities.

Before that (Canter, 2012) has also been detailed

by saying ”Taking into account that heutagogy meets

the needs of learners but learners are the most of their

life without their teachers and a big part of them are in

fact e-learners, a heutagogical approach to e-learning

is desirable. The new concept e-heutagogy ﬁlls this

gap. Meanwhile (Rachel et al., 2017) reinforces by

saying thatHeutagogy is able to empower students

to be able to come up with a project that is more

productive in the real world today.

More precisely, the heutagogical method is one

of the missions to achieve the vision of the RI

4.0 Era (Tjandra & Santoso, 2018) and is highly

compatible with 21st century learning characters

(Banerjee, 2019).

Chris and Hase (2001) revealed that the

heutagogical approach can be used to look into

the future where we are able to know how learning

will become a fundamental skill, this is in view of

the rapid movement of innovation and changes in

the structure of society and the workplace which are

increasingly becoming a reality that we witness.

Meanwhile, according to Anderson and Wheeler

in (Blaschke, 2012) that Heutagogy has been referred

to as a ”net-centric” theory, meaning that it greatly

optimizes the main advantages of the Internet. and

serves as a framework for teaching and learning of

digital age.

Heutagogy on the other hand is very compatible

also with the character of students who have the

maturity of thinking and breadth of insight that makes

them ready to do distance education (Blaschke, 2012).

And further, according to Kenyon and Hase (2010)

in (Blaschke, 2012) asserted that by combining

heutagogic practices, educators have the opportunity

to better prepare students who are qualiﬁed in the

workplace and most importantly to become lifelong

learners, as well as to foster student motivation by

fostering them to be fully involved in topics they learn

themselves, because they make choices that are most

relevant or interesting to them own.

According to Canning & Callan, Kenyon &

Hase in (Hiryanto, 2017) that the heutagogical

approach can be seen as the development of the

pedagogical approach to the andragogical approach to

the heutagogic approach, which ultimately demands

maturity and autonomy for students. It can be said

that older students need less control from instructors

compared to less mature students, because they need

more instructor guidance.

As has been mentioned by (Naqvi et al., 2019)

that Heutagogy is a study of independent learning.

students are treated as important and primary agents

in their own learning process, born of their own

personal experiences. this approach applies a holistic

approach to developing students’ abilities, with

learning as an active and proactive process. (Ridha,

2019) added that Learners and teachers exchange

ideas about what is appropriate for learners to learn

and how to learn them or the steps of learning

and what learning resources are used to achieve the

speciﬁed learning goals. In other words, the learner’s

position is more as a facilitator or learning consultant.

In a study conducted by (Glassner, 2019) of

prospective educator students, the results showed that

most students in all programs experienced a sense

of autonomy and capacity, learning as wandering,

and more symmetrical (non-hierarchical) interaction

and dialogues with lecturers and peers their group

Heutagogy Approaches for Arabic Learning in Higher Education in Industrial Revolution 4.0

455

colleagues. Heutagogy approaches increase students’

intrinsic motivation for learning and reduce the gap

between formal learning in the education system and

natural learning in the real world.

3 TEACHING ARABIC AT THE

HIGHER EDUCATION LEVEL

Since the 1970s there has been a paradigm

shift in language learning. Language learning

activities (more precisely teaching) which initially

focused on the instructor and the teaching activities

gradually shifted the focus towards students and

their learning activities (Wenden and Rubin, 1987;

Lessard-Clouston, 1997 and Shmais, 2003). Starting

from that decade, attention to the existence of students

with all its variables, including learning strategy

variables (Asrori, 2012).

According to ArdaArikan in (Wahab, 2015) In

this post-method era, many things have changed

and require proactive and creative teachers to ﬁnd a

good approach and strategy, according to the goals

and needs of students in learning Arabic. it can

be said that this post-method era was recognized

by the abandonment of ”only method arguments”

in determining language learning strategies. in

this case, language teachers are expected to be

able to produce techniques and strategies as well

as to create an effective learning atmosphere in

enriching the teaching process. So, not the method

is more important than Arabic material, but the

professionalism and understanding of the teacher’s

role and function as transformative intellectuals is

more important than the method itself Basically

teaching Arabic as other foreign languages, teaches

about the four abilities (maharaat) that consists of

alkalaam (speaking), al istima ’(listening), alqiraoah

(reading) and al kitaabah (writing).

Asrori (2012) in her inaugural teacher’s oration

stated that Arabic learning needs to be directed to the

formation of situations that allow students to learn.

It was intended that their Arabic learning activities

did not depend much on the presence and design of

lecturers. Moreover, by balancing the role of lecturers

and students in learning Arabic, student independence

is increasingly formed so that they continue to learn

in a directed manner, even though it is outside the

learning context.

According to Muslims (2016) The process of

learning Arabic must be directed to encourage, guide,

develop and foster students’ Arabic language skills,

both productive and receptive, as well as foster a

positive attitude towards the language. The ability to

speak Arabic and a positive attitude towards Arabic

is very important, because it can help students to be

more motivated to do more productive, creative, and

innovative language activities in order to develop their

Arabic language skills. For this reason, the ability

of lecturers to manage the learning process through

creative, innovative and fun models is a solution that

can be applied to Arabic learning today.

4 CHARACTERISTICS OF

STUDENTS IN THE RI 4.0 ERA

According to a World Bank report, there

are 13 main qualiﬁcations of abilities needed as

workers, that is; communication, positive work

habits, mathematics, problem solving, English,

writing teamwork, curiousity, creativity, grit, digital

awareness, contextual thinking (Kemenristekdikti,

2018). Departing from the above, that as human

beings who are competing in the RI 4.0 era, we

need to ensure that students must have the following

soft skills, namely the ability to solve problems,

adaptability, collaboration, leadership and creativity

and innovation.

This is reinforced by (Ridha, 2018) that the

output to be produced from the implementation of

this heutagogy are generations who have certain

competencies with the capacity to develop and the

capability to apply it to various situations and

conditions in the ﬁeld that are always changing and

developing or in other terms generation of lifelong

learners life is always evolving Therefore, if our

education today is directed at the application of

heutagogy, then the metacognitive abilities, the ability

to understand and formulate a vision going forward

must begin to be taught from the early education level.

However, what needs to be underlined is that

in practice heutagogy places more emphasis on the

level of autonomy and the maturity of learners in

their learning, as Blashcke (2012) points out that the

learners’ maturity level inﬂuences the learning needs

of the learner, that is, the more mature a person is

in terms of the independence of their learning, the

percentage of learner control must be further reduced.

In other words, although it is very promising,

successful implementation of heutagogy will only be

maximized if the target of learning has sufﬁcient level

of independence and maturity of learning, namely

having a clear vision of learning, having a good

understanding of learning trends and learning styles

(metacognitive skills) possessed. (Ridha, 2018)

Lack of ability and awareness to understand life

goals, learning tendencies and learning styles that

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

456

are owned indirectly impedes efforts in personal

development, both personality, competence and

personal capacity and capability.

Furthermore Asrori (2012) emphasized that

learning independence is a prerequisite for successful

students. Independent students will be responsible for

their abilities, results and learning process. Creative

independent students try to develop ways, actions,

techniques, and learning activities without waiting for

instructions from the instructor.

5 CONCLUSION

There is no doubt that heutagogy is a very compatible

approach to the RI 4.0 era. where Educators today

are required to develop the concept of lifelong

learners who can develop and survive in the era of

the global economy, namely Students where they

have the ability to creatively and effectively apply

their competencies and skills to new situations in a

constantly changing and complex world. forming

competent students is essential for life in a culture

and economy that is rapidly changing, characterizing

the postmodern era. In addition to, the development

of Arabic learning has reached the gate of the

post-method era, where methods are no longer seen

as the main factors determining the success of the

language learning process on the one hand, and

on the other hand, language teachers are given

greater freedom and space to determine learning

strategies and techniques, without being bound by

certain methods whose philosophical assumptions

have already been established in the language teacher

or teacher before teaching language in the classroom.

So based on the characteristics of each of the

heutagogical approaches, the characteristics of the

demands of the RI 4.0 era and the characteristics

of Arabic teaching in tertiary institutions, it can be

concluded that the heutagogic approach for learning

Arabic at the university level in the era of the RI 4.0

era is a necessity.

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