Self-Directed Learning in Pesantren: A Comparative Insight from Montessori Education and Ibn Ṭufail’s Ḥayy ibn Yaqẓān

Abstrak

Twenty-first century education requires learning approaches that encourage student independence, active participation, and reflective thinking. Self-Directed Learning (SDL) has emerged as a relevant pedagogical approach, yet comparative studies integrating Western and classical Islamic educational traditions remain limited. Purpose. This study aims to analyze and compare the pedagogical values of SDL from the Montessori method and the Mulāzamat al-Fikr wa al-Nafs approach presented in Hayy ibn Yaqzan by Ibn Tufail. Method. This study employed a qualitative literature review approach. Data were collected from primary sources, including the works of Maria Montessori and Hayy ibn Yaqzan, as well as relevant scholarly articles and books. Data were analyzed using content analysis to identify, compare, and synthesize the core principles of SDL within contemporary pesantren education. Findings. The findings reveal that both approaches position students as active learners, emphasize experiential learning and environmental exploration, and promote independence, reflective thinking, and spiritual awareness. Montessori offers structured pedagogical guidance, while Ibn Tufail emphasizes philosophical-spiritual self-development. Conclusion. This study concludes that integrating both approaches can support the development of holistic and spiritually oriented SDL models in pesantren education. Originality. This study provides a comparative synthesis between Western SDL pedagogy and classical Islamic educational philosophy.