Samarah: Jurnal Hukum Keluarga dan Hukum Islam Volume 9 No.
November 2025 ISSN: 2549 Ae 3132.
E-ISSN: 2549 Ae 3167 DOI: 10.
22373/fqsfd065 Ethics.
Law, and Educational Democratization:
Shaping Islamic Cultural Behavior of Students in Sultan Hasanuddin Islamic Boarding School.
Gowa.
South Sulawesi Muhammad Yahdi Universitas Islam Negeri Alauddin.
Makassar.
Indonesia Muhammad Rusmin B Universitas Islam Negeri Alauddin.
Makassar.
Indonesia Syakilah Fadliyah Universitas Islam Negeri Alauddin.
Makassar.
Indonesia Email: muh.
yahdi@uin-alauddin.
Abstract: This study aims to examine the forms and dynamics of the democratization of learning at Pesantren (Islamic Boarding Schoo.
Sultan Hasanuddin Gowa from the perspectives of ethics and law, with the goal of fostering Islamic cultural behavior.
The main focus is to explore how the democratization of education, within the framework of legal and ethical understanding, contributes to the formation of Islamic cultural values.
Utilizing a phenomenological approach, the study collected data by means of observation, interviews, and documentation.
Findings reveal that ethical and legal standards regulate the relationships and interactions among students as well as between students and institutional administrators in order to create a peaceful, stable, and harmonious pesantren environment.
Ethics guide students to act in accordance with accepted social and moral norms, while legal principles help prevent actions that may lead to legal consequences.
Thus, ethics and law are two complementary components in shaping healthy and sustainable Islamic cultural behavior at Pesantren Sultan Hasanuddin Gowa.
Cultural values can develop into ethical norms that may later be formalized into law.
Islamic culture serves as the foundation of Islamic civilization, built upon key elements such as tauhid .
elief in the Oneness of Allah SWT), akhlaq .
orality and ethic.
, and knowledge.
Islamic culture and civilization encompass aqidah .
, sharia (Islamic la.
, and muamalah .
ocial transaction.
, which together reinforce educational strength, ethical-legal principles, and social cultural order.
Democratic learning enables students to internalize ethical values derived from Islamic teachings, i.
values that have been deeply rooted and practiced throughout the history of Islamic civilization.
Keywords: Ethics.
Law.
Democratization.
Islamic Civilization.
Islamic Culture ic Submitted: October 13, 2024 ic Accepted: September 14, 2025 http://jurnal.
ar-raniry.
id/index.
php/samarah icPublished: September 14, 2025 Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 Abstrak: Penelitian ini bertujuan untuk mengetahui bentuk serta gambaran dalam proses demokratisasi pembelajaran di Pesantren Sultan Hasanuddin Gowa dalam presfektif etika dan hukum, untuk membentuk perilaku budaya islami.
Fokus kajian adalah bagaimana bentuk demokratisasi pendidikan dalam wawasan etika hukum dalam membentuk perilaku budaya Islami.
Melalui pendekatan fenomenologi data diperoleh dengan cara observasi, wawancara, dan dokumentasi.
Hasil penelitian menunjukkan bahwa standar etika hukum mengatur hubungan dan interaksi antara sesama peserta didik dan pengelola lembaga pendidikan untuk mewujudkan suasana lingkungan Pesantren yang damai, stabil, kondusif dan harmonis.
Etika membimbing peserta didik berperilaku sesuai dengan norma sosial dan moral yang diterima.
Sedangkan hukum membantu menghindari tindakan yang dapat menimbulkan konsekuensi Dengan demikian, etika dan hukum adalah dua komponen penting yang saling melengkapi dalam membentuk perilaku budaya Islami yang sehat dan berkelanjutan di Pesantren Sultan Hasanuddin Gowa.
Nilai-nilai budaya tertentu dapat membentuk norma-norma etika yang kemudian dapat diadopsi menjadi hukum formal.
Budaya Islami menjadi sumber utama peradaban Islam dengan beberapa faktornya yakni tauhid yaitu kepercayaan kepada Ke-Esa-an Allah swt.
akhlaq yakni moralitas dan etika serta faktor ilmu pengetahuan.
Kebudayaan dan peradaban Islam meliputi keseluruhan aqidah, syariah dan muamalah yang membangun kekuatan pendidikan, etika hukum dan sekaligus sebagai tatanan budaya sosial.
Pembelajaran demokratis membantu santri menemukan nilai-nilai etis yang bersumber dari ajaran Islam yang banyak dipraktekkan dan terekam dalam sejarah peradaban umat Islam semenjak dahulu.
Kata Kunci: Etika.
Hukum.
Demokratisasi.
Peradaban Islam.
Budaya Islami Introduction Ethics and law are two key components of cultural behavior that contribute to social order and harmony.
Ethics are a set of moral principles that assist individuals to determine what is right and wrong, good and evil.
Ethics often originate from cultural values, religion, and philosophies that are embraced by a community or individual.
Ethics are subjective and more flexible, and thus, they may vary across individuals and groups.
Ethics encourages societally acceptable and moral activities.
While no explicit legal sanctions exist, transgressions of ethical standards may result in societal consequences.
On the contrary, law is a system of rules established and enforced by governmental institutions to regulate social behavior.
Laws are derived from constitutions, statutes, and regulations passed by legislative bodies.
They are objective, clearly defined, and apply to all members of society.
Laws function to maintain public order, protect individual rights, and ensure justice.
Violations of the law are subject to formal sanctions such as fines, imprisonment, or other legal measures.
http://jurnal.
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22373/fqsfd065 In the sociocultural sphere, education can uphold the pillars that promote the advancement of civilization and wisdom.
UNESCO has identified the four pillars of education that support holistic development: learning to know, learning to do, learning to be, and learning to live together.
Learning to know refers to enhancing studentsAo cognition by mastering knowledge in depth and breadth in specific fields.
Learning to do focuses on students to acquire practical skills to apply knowledge, collaborate in teams, solve problems in various situations, and create new works through their own discoveries.
Learning to be puts emphasis on the development of independence and responsibility to achieve shared goals, and learning to live together signifies that humans are social beings who constantly need the presence of others, and therefore, students must learn to understand, respect, and play positive roles within their communities.
The pillars of learning can effectively and optimally function when they are implemented in accordance with established rules and laws.
Here, law serves as an instrument of the state, whose intent is to maintain order, ensure peace, and organize national life in pursuit of justice and balance between rights and Law comprises a set of legal norms which contains directives and prohibitions that regulate social order and, therefore, must be upheld by members of society.
Further, law can also be understood as a framework that maintains harmony within diversity, ensuring freedom while aligning individual wills with those of others.
Essentially, law governs human relationships within society based on various fundamental principles.
Every individual has the right to act according to their own ability and will.
however, others possess the same right.
When personal desires are pursued without regard to prevailing legal norms and values, social imbalance and disorder inevitably arise.
These pillars of learning are closely related to the concept of democratic education, which fosters freedom in the learning process.
Students are encouraged to explore and seek knowledge .
hrough inquiry and participatio.
within the boundaries established by the teacher.
In so doing, students may face challenges in independently grasping knowledge comprehensively and accurately.
this process provides students with valuable training, which help them cultivate wwalin Patel.
LLearning to Live Together Harmoniously: A Conceptual Framework.
Cambridge Journal of Education 52, no.
wwalin Patel.
LThe Role of Dissent.
Conflict, and Open Dialogue in Learning to Live Together Harmoniously.
Educational Philosophy and Theory 55, no.
https://fkip.
id/pramuka-dan-4-pilar-pendidikan-menurutunesco/.
Risa Diningrum.
Eni Fariyatul Fahyuni, and Renny Oktafia.
LEducation uuality Management Based on Islamic Boarding School.
Proceedings of The ICECRS 7 .
Tilaar.
Standarisasi Pendidikan Nasional Suatu Tinjauan Kritis .
akarta: Rineka Cipta, 2.
, p.
Sitti Aisyah Mu'min, et.
Inclusive Education Policy for Children with Special Needs: A Review of Stakeholder Perceptions in Southeast Sulawesi.
El-Usrah: Jurnal Hukum Keluarga.
Vol.
8 No.
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22373/fqsfd065 observation, critical thinking, and the ability to construct understanding through personal experience.
Educational qualifications, as understood by society, can become a central focus of study for all stakeholders in the field of education.
Such inquiry aims to generate new concepts that may serve as the foundation for educational management in the future.
The low quality of education should be addressed through various innovative breakthroughs grounded in national culture, which enable Indonesia to achieve strong competitiveness in the years to come.
Therefore, innovation is crucial for improving the quality of Indonesian education and can be seen as a strategic effort to enhance national capacity through the deployment of educators across the archipelago.
This initiative also reflects IndonesiaAos commitment to balancing the development of human and natural resources in each region.
Moreover.
Indonesia is also recognized for its concern for global human development with other countries, such as Malaysia, which helps enhance its reputation and diplomatic standing in the region, thereby strengthening its bargaining position internationally.
More often than not, educational quality is assessed by how well academic knowledge aligns with the demands of the job market.
As such, graduates should not only be prepared to fill positions within government institutions but also be equipped to create new employment opportunities.
This goal can only be realized if the education system successfully produces individuals with broad knowledge and strong practical skills, which allow them to innovate and establish new In the view of Sudarwan Danim, what is currently needed is not merely an increase in the number of graduates, but also the tangible impact of education, , its utility or employability.
Hence, education should empower individuals to enter the workforce, whether in the public or private sector, or to create new employment opportunities.
Indonesian education, therefore, should retain its distinctive character, which is rooted in religiosity, culture, and independence.
In the realm of education, quality is a non-negotiable aspect, whose effects extend beyond a single dimension, influencing every facet of a nationAos life.
For Indonesia in particular, quality education is highly essential given the nationAos vast and diverse geography, its large population, and its rich yet historically colonized socio-cultural context.
When human resources are weak or of low quality, the countryAos abundant natural resources, such as fisheries, minerals, oil, and gas, tend to be managed and exploited by foreign parties.
Consequently, these resources fail to provide equitable benefits to the Indonesian people as a whole.
In relation to the above, the development of human and natural resources must be viewed as integral to educationAos purpose.
Education should be evaluated Sudarwan Danim.
Inovasi Pendidikan Dalam Upaya Peningkatan Profesionalisme Tenaga Kependidikan (Bandung: Pustaka Setia, 2.
, p.
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22373/fqsfd065 based on its contribution to developing learners into valuable citizens, i.
individuals who are prepared to face future challenges and actively participate in national progress.
Holistically, educational quality should take into account the effective management of educational institutions, which encompasses clear goal setting, strategic planning, regular review, as well as internal monitoring and external 5 A high-quality education or the achievements of students do not happen by chance.
it is the deliberate result of concerted efforts by teachers through well-designed learning activities, both inside and outside the classroom.
Education transforms knowledge with the aim of shaping studentsAo personalities and behaviors toward a higher cultural standard, enhancing intellectual ability, and fostering a healthy social and environmental culture.
It is a natural aspect of human life that people depend on one another, i.
, supporting, helping, and working together to create a healthy and productive environment.
healthy life can be described as a life free from unnecessary burdens or one lived in a state of well-being.
The most important aspect of a healthy life is overall health itself, which includes physical, mental, and social well-being as described in Law No.
23 of 1993 concerning Health.
The law defines that health is a state of physical, mental, and social well-being that enables individuals to live productively in both social and economic dimensions.
Health shall be understood as an integral whole, which comprises physical, mental, and social aspects, within which mental health constitutes an inseparable component.
Thus, maintaining a healthy lifestyle is especially significant during adolescence as teenagers are highly sensitive in terms of character, physical development, mental state, social relations, and economic conditions.
6 Simultaneously, the knowledge acquired by students, whether consciously or unconsciously, serves as a guide in fostering a culturally grounded life within a healthy environment.
Preliminary observations and interviews in the Pesantren (Islamic Boarding Schoo.
Sultan Hasanuddin Gowa showed that the institution has welldeveloped and satisfactory infrastructure.
The pesantren is also equipped with complete facilities, including classrooms, a library, a canteen, administrative offices, and teachersAo rooms.
The classrooms are clean, and the school grounds appear green, organized, and well-maintained, all of which create a comfortable learning atmosphere both inside and outside the classroom.
Moreover, the learning environment is quite democratic, wherein students are encouraged to study independently and engage in peer tutorials.
At the same time, the pesantren Catherine Albertyn.
LContested Substantive Equality in the South African Constitution:
Beyond Social Inclusion towards Systemic wustice.
South African Journal on Human Rights 34, 3 .
Yosal Iriantara.
Pendidikan Berbasis Mutu Prinsip-Prinsip Perumusan Dan Tata Langkah Penerapan.
IV (Yogyakarta: Pustaka Pelajar, 2.
, p.
Tilaar.
Standarisasi Pendidikan Nasional Suatu Tinjauan Kritis, p.
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22373/fqsfd065 fosters a conducive, enjoyable, and productive atmosphere that reflects its distinctive learning culture.
In terms of education, most pesantren and other educational institutions integrate ethical and moral instruction into their curricula to help students understand and apply ethical principles in daily life.
Teachers become role models in order to exemplify ethical conduct for their students.
The pesantren also enforces rules and policies that students must abide to maintain a safe and conducive learning environment.
In a similar vein, educational law defines the rights and responsibilities of students, including the right to quality education and freedom from discrimination.
Violations of pesantren regulations or national laws, such as violence, bullying, or drug abuse, may result in disciplinary or legal Furthermore, the law protects students from harmful actions such as violence or harassment within the school environment.
The implementation of ethics and law in education is essential to cultivating a positive, safe, and supportive learning culture that promotes the holistic development of students.
Islamic culture, as the foundation of Islamic civilization, has played a significant role in the growth, dissemination, and enduring influence of Islamic civilization throughout history.
Islamic culture has also become the central source of inspiration and guidance for the development of Islamic society, which is grounded in the following core principles.
Tawhid .
onotheism or the belief in the oneness of Alla.
forms the foundation of all aspects of life, which directs individual and collective actions toward attaining AllahAos pleasure.
Akhlaq .
orality and ethic.
puts emphasis on the importance of virtuous and ethical conduct in all spheres of life, including social, political, and economic Knowledge .
encourages the pursuit of learning as both an act of worship and a religious duty for every Muslim, inspiring significant advancements in various fields of science and human endeavor.
Democratic Learning in Theoretical Perspective Democratic learning, despite being traditionally associated with political contexts where the emphasis is on ensuring equal treatment for all members of society, has gained relevance in education.
Although its use in educational settings is less conventional, its practices and objectives are increasingly evident in learning processes, especially through active, participatory, and creative teaching The Concept of the Democratization of Learning The issue of democratizing learning in Indonesia is relatively new and has not yet become a familiar topic in academic discourse, even though democratic Observation results with Marwan.
Principal at Pesantren Sultan Hasanuddin.
September 24, 2024.
Interview with Suhardi.
Teacher at Pesantren Sultan Hasanuddin.
September 24, 2024.
Interview with Muslimah.
Teacher at Pesantren Sultan Hasanuddin.
September 24, 2024 http://jurnal.
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22373/fqsfd065 practices in education have existed for quite some time, though not in a systematic or explicit form.
The term democracy, derived from ancient Greek, literally means power of the people.
8 In general, democracy refers to an idea or worldview that upholds equality of rights and obligations, as well as fair treatment for all 9 The term democratic, therefore, describes attitudes and actions that reflect these principles.
10 In this context, the democratization of learning emphasizes creating open spaces that allow students to explore, solve problems, and appreciate learning outcomes based on their own abilities.
Democratization in education involves the equitable dissemination of knowledge, equal learning opportunities, holistic perspectives, individual freedom, respect for personal differences, recognition of childrenAos intelligence, appropriate treatment according to their level of reasoning, and kindness in This understanding highlights that the democratization of learning is a process that positions students according to their unique characteristics.
Every learner is given equal opportunity to express opinions, share ideas based on their abilities, and receive fair and respectful treatment from the teacher.
Since students in any classroom vary in age, talents, interests, abilities, and backgrounds, these differences should be managed effectively by the teacher to enhance the learning Diversity, when properly handled, becomes a valuable resource for fostering unity, cooperation, and mutual understanding among students.
Democratic learning can thus be understood as the dynamic interaction that occurs within the classroom, e.
, between teachers and students, among students themselves, and between students and various learning materials or Teachers play a central role in facilitating this interaction because, rather than functioning solely as a transmitter of information, they act as a motivator and facilitator who nurture a friendly, inclusive, and supportive learning A democratic classroom emerges when teachers provide students with ample time and opportunities to learn, explore, and engage actively.
In such an environment, teachers should promote mutual respect, collaboration, and encouragement among students in order to foster a sense of shared purpose and community within the learning process.
The mechanisms of political democracy are not entirely the same as those applied in education.
However, in essence, a democratic school embodies the spirit of democracy in the planning, management, and implementation of This democratic spirit is also reflected in the following core principles:
Martin Strouhal.
LOn the Current Problems of Education for Democracy.
Journal of Pedagogy 11, no.
Leonardo Morlino.
LAoGoodAo and AoBadAo Democracies: How to Conduct Research into the uuality of Democracy.
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Edda Sant.
LDemocratic Education: A Theoretical Review .
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Review of Educational Research 89, no.
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22373/fqsfd065 .
providing open-mindedness and equal access to ideas for everyone, .
creating space for each member of the school community to contribute their abilities in solving problems within the school, .
recognizing and respecting differing opinions as valuable input for evaluating ideas, issues, and regulations applied in the school, and .
showing concern for dignity, individual rights, and minority Nevertheless, a more specific understanding of democracy is also necessary within the learning process itself, wherein students should not be treated merely as objects of instruction, but also as active subjects in their own learning.
Thus, the quality of education13 depends largely on the quality of the learners, and high-quality education is typically characterized by classrooms that allow for freedom of learning while maintaining accountability.
Several aspects of education should embody democratic values, which include: .
learning without discrimination, where all students are treated equally regardless of their background.
developing skills and competencies that are aligned with current knowledge and societal needs.
ensuring the continuity of learning through peer tutoring and group-based assignments.
cultivating diverse intelligences and providing opportunities for students to explore and develop a variety of skills and talents.
15 In learning, democratic principles can be seen through various instructional models, such as: .
The Classical Model, in which the teacher focuses mainly on delivering content and transmitting knowledge through structured lessons, and .
The Technological Model, which emphasizes the transmission of information and the enhancement of individual competencies through modern learning tools and media.
The Direction of the Democratization of Learning Democratic learning can be positioned as a central element that gives depth and quality to the continuity of Islamic education.
The spirit of democratization in learning is not a new concept.
it has long existed within traditional Islamic educational practices.
Traditionally, learning in Islamic education has emphasized close interaction between teachers and students.
Fait A.
Muedini.
LTeaching AoIslam and Human RightsAo in the Classroom.
PS - Political Science and Politics 45, no.
Muhammad Mawardi Djalaluddin et al.
LThe Implementation of TaAozr Punishment as an Educational Reinforcement in Islamic Law.
Samarah 7, no.
wohannes Kiess.
LLearning by Doing: The Impact of Experiencing Democracy in Education on Political Trust and Participation.
Politics 42, no.
Linnea M.
Haren Conely and Leslie A.
Cordie.
LThe Learning Democracy: The Relationship Between Adult Informal Learning.
Lifelong Learning Mindset, and Civic Engagement.
Adult Learning 34, no.
Iriantara.
Pendidikan Berbasis Mutu Prinsip-Prinsip Perumusan Dan Tata Langkah Penerapan, 19.
Richard Nadeau, wean Franyois Daoust, and Ruth Dassonneville.
LWinning.
Losing, and the uuality of Democracy.
Political Studies 71, no.
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22373/fqsfd065 halaqah .
ircle-based learnin.
, for example, students sit around the teacher, which creates psychological closeness and open communication.
Additionally, when teachers assign tasks such as memorization or other exercises, students are given the freedom to choose their own methods and approaches to complete the Therefore, if democratic learning is understood as an effort to empower studentsAo potential in the cognitive, affective, and psychomotor domains, it can be concluded that the essence of democratic learning has long been embedded in Islamic educational traditions for centuries.
Incorporating democratic learning into education represents a progressive and systematic attempt to align long-standing educational practices with democratic principles.
Furthermore, democratic learning can become a platform for generating new ideas, which ensures that educational processes evolve in a more holistic and meaningful way.
The orientation of democratic learning can be described in the The first is humanistic interaction, in which students are regarded as unique individuals with diverse capabilities and characteristics.
Their uniqueness may be reflected in their intelligence, spirituality, awareness, and skills.
Thus, while each learner is treated according to their individual needs and abilities, all students are given equal opportunities to participate, express themselves, and experience a shared sense of fulfillment in the learning process.
Students are guided to discover their true identity, including their intellectual abilities, talents, and interests.
Learning is not merely transformative.
it also allows students to experience psychological satisfaction and to be valued for who they are, not merely for their achievements or family background.
They are encouraged to be active learners, i.
, to think critically about what they learn and to develop maturity in evaluating the problems they encounter.
Another essential aspect of democratic learning is that teachers must understand the various issues students face, whether social, political, cultural, or economic, that often occur outside the classroom or in the community.
Each student is connected to certain cultural values that continually shape personal habits and identity.
Democracy, through the freedom it fosters, creates a positive learning atmosphere in which students train themselves to make decisions, form opinions, and manage their interactions independently.
Students are free from psychological pressure when such freedom becomes part of their daily lives.
They complete their schoolwork based on their own abilities and tend to avoid relying on others as long as they can manage tasks independently.
StudentsAo leaps of thought and creativity must be responded to constructively by teachers as a means to encourage their personal growth and shape humanistic social behavior.
Humanistic learning can be seen in studentsAo ability to recognize their strengths and weaknesses while avoiding egoism, realizing that their individuality Armai Arief.
Reformasi Pendidikan .
akarta: CRSD Press, 2.
, p.
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22373/fqsfd065 is valuable and meaningful among peers.
They use their abilities fully and persist despite various limitations and challenges, accepting themselves and others as they are.
Humanistic education is also reflected in the reciprocal roles of teachers and students.
Teachers act as guides and mentors who understand the developmental changes that students experience.
Likewise, students also take part in the process of knowledge transfer as a way to acquire new understanding.
Communication in this context takes the form of two-way interaction, e.
between teacher and student, and among students themselves, which fosters humanistic relationships that enhance learning success.
This humanistic communication is developed with the aim of shaping students into human people, , individuals who possess faith, knowledge, and respect in treating others with In another sense, being truly human means developing oneAos capacity to understand oneself and oneAos life more deeply.
17 Students are thus expected to change and grow not only for their own benefit but also with genuine concern for others around them.
The second is developing innovative learners.
Education, as both an institutional and systemic activity, aims to shape the personality and character of Being innovative means being an intellectual thinker with strong analytical ability to understand natural phenomena and processes through both inductive and deductive scientific methods.
An innovative individual builds selfawareness and adaptability in any situation or condition, thus being able to utilize natural processes and resources for the benefit and well-being of all humankind.
The concept above reflects innovation as an ideal of human perfection, which can be understood through the following characteristics: .
Being earnest in seeking knowledge and always grateful for the blessings of Allah present in the heavens and the earth.
Being able to distinguish between good and bad, and choosing to uphold goodness even when standing alone in doing so.
Being critical and reflective when listening to others, capable of evaluating theories, propositions, and arguments presented by different people, and .
Being willing to share knowledge with others to improve society, and having the courage to voice truth and provide reminders when inequality or injustice occurs.
Forms of Democratization in Learning within the Context of Legal Ethics and Socio-Cultural Behavior The democratic perspective of learning within legal ethics is carried out by involving various elements, such as students, educators, learning materials.
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Reformasi Pendidikan.
Pavel Shlykov.
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Sociology of Religion 62, 1 .
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22373/fqsfd065 media, strategies, and teaching methods, as well as other essential components, including learning evaluation.
In particular, students, who are in the stage of personal development and maturation, require both freedom and structure in the learning process.
Every individual possesses freedom i.
Lnatural rights that inherently belong to each person , 19 and thus, freedom cannot be denied, restricted, or taken away by any individual or group.
At the same time, learning must be supported by order and adherence to the law, whether in the form of school regulations or higher-level laws, such as those related to education.
Law No.
20 of 2023 concerning the national education policy, for example, affirms that education is a conscious and planned effort to create a learning environment and process through which students actively develop their potential, enabling them to acquire spiritual and religious strength, self-control, personality, intelligence, noble character, and the skills necessary for themselves, society, the nation, and the state from birth onward.
In this context, law can be understood as the set of objectives to be achieved and internalized by students, encompassing aspects of religiosity, selfcontrol, personality, intelligence, noble character, and skills.
This is more strongly emphasized within the framework of legal ethics.
The term ethics originates from the Greek word ethos, which, in its broader meaning, relates to modes of thought, cultural customs, feelings, attitudes, character, morality, and traditions.
Ethics and law are inseparable in society.
Society itself is built upon a legal system, not only because of an inherent inclination to obey the law but also because the law provides a guarantee for creating a conducive environment.
Obedience to the law consistently reflects human values, such as mutual respect, protection, cooperation, and dignity, which hold significant importance in social Furthermore, the law plays a vital role in preserving balance and harmony within an orderly society by restraining excessive desires and egoism, which could otherwise disrupt social peace and harmony.
Ethics encompasses a broad scope, including ways of thinking, habits, customs, emotions, attitudes, character, and morality.
These dimensions are SyafaAoatun Almirzanah.
LOn Human Rights and The uurAoanic Perspective: Freedom of Religion and the Rule of Apostasy.
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22373/fqsfd065 closely related to human life.
when individuals embody them, they may experience progress, transformation, and development that ultimately contribute to the advancement of human civilization.
Another concept derived from the above analysis is the history of culture as an inseparable unity with humanity given that it is consciously created by humans, and in turn, humans shape cultural history.
However, not every event experienced by humans constitutes history or civilization, and only certain events are regarded as historical, based on their uniqueness and the values or lessons they offer for the wider community.
In the opinion of Koentjaraningrat, culture encompasses the entire system of human ideas, actions, and creations within social life, which becomes part of human existence through learning.
Democratic learning takes the form of active and participatory learning, which can serve as a trigger for the emergence of new ideas on an individual basis.
Praktek individu biasanya disebut seatwork.
23 To implement this in the learning process, teachers need to firstly prepare seatwork by providing appropriate instructional materials and resources in accordance with the number of students for individual practice activities.
Enhancing studentsAo creativity is highly prioritized through various methods or approaches that emphasize learner-centeredness.
Within the framework of democratizing education, educational Lreform must be able to give rise to a new paradigm of learning.
This paradigm views the school not merely as a mechanically structured organization with the sole aim of fostering studentsAo holistic, intellectual, personal, and social development.
Rather, it conceives the school as a constellation of diverse interactions, both academic and non-academic, including teacherAestudent interactions in the learning process, teacherAe administrative staff interactions, as well as studentsAo engagement with other units within the school environment.
Educational institutions play a highly strategic role in fostering and cultivating a democratic culture by adhering to several key principles: .
Both teachers and students should actively participate in the learning process.
The surrounding environment must be involved and enhanced in the learning process, where textbook-based materials are presented in ways that relate to real-life .
Effective leadership is required, with teachers managing and guiding the learning process to achieve instructional goals.
The practice of education Koentjaraningrat.
Manusia Dan Kebudayaan Di Indonesia .
akarta: Gramedia, 2.
Daniel Muijs et al.
LSchool Effectiveness and School Improvement : An International wournal of Research.
Policy and Practice State of the Art Ae Teacher Effectiveness and Professional Learning.
School Effectiveness and School Improvement 25, no.
Keith Saunders.
LEffective Teaching: Evidence and Practice Ae By Daniel Muijs & David Reynolds.
British Journal of Educational Technology 43, no.
Doug Lombardi et al.
LThe Curious Construct of Active Learning.
Psychological Science in the Public Interest 22, no.
Zamroni.
Pendidikan Dan Demokrasi Dalam Transisi .
akarta: PSAP, 2.
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DOI: 10.
22373/fqsfd065 should reflect democratic life by consistently upholding democratic principles.
All students should be given opportunities to actively participate in decisionmaking.
Students must also be provided with opportunities to understand differences, particularly concerning normative issues.
Learners should be encouraged to explore, discover, and solve problems encountered in the learning and finally, .
hierarchical relationships should be minimized to promote inclusivity and collaboration.
The democratization of learning is regarded as a crucial instrument for fostering harmonious communication between teachers and students.
encompasses both active and participatory learning.
Active learning is oriented toward studentsAo involvement in the learning process, whether in classroom activities or at home.
As a new approach in instructional practice, active learning seeks to balance the teacherAos role with the tasks and responsibilities assigned to students.
Ideally, learning should not be perceived merely as the teacherAos domain, in which students are viewed as empty vessels to be filled with knowledge that may not align with their talents, interests, or needs.
This kind of a perception should be transformed, particularly among educators, who should no longer regard themselves as superior figures entitled to treat students according to their own preferences.
Teachers should instead acknowledge and value studentsAo inherent abilities and capacities to develop naturally along with proper direction and assistance from educators.
While teachers strive to ensure that students receive the required knowledge, students are also encouraged to grow their own abilities, which will allow them to properly integrate and master the subject matter.
Learning, in essence, is the empowerment of students so that their potential can gradually grow and develop in accordance with their own individual Students need extensive practice that involves direct observation, exploring various alternatives they wish to use, and finding solutions to problems based on their own abilities.
Empowerment-oriented learning offers a number of advantages, which include: .
recognizing oneself, .
understanding oneAos strengths and weaknesses, .
having a strong desire to change, .
being able to respect and accept others as they are, .
being open to receiving criticism from others, .
possessing strong principles, and .
maintaining self-control.
The descriptions outlined above signify that the democratization of learning is a complex task, as it requires teachers to understand studentsAo talents, interests, differences, and diverse backgrounds.
Teachers must also adapt instructional materials to suitable methodologies, while overcoming the challenge of guiding learners toward becoming well-rounded individuals.
Such Srividya Sheshadri et al.
LTowards Synergistic WomenAos EmpowermentTransformative Learning Framework for TVET in Rural India.
Journal of Vocational Education and Training 75, no.
Aunurrahman.
Belajar Dan Pembelajaran (Bandung: Alfabeta, 2.
, p.
http://jurnal.
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id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 completeness is characterized not only by biological or physical changes that can be directly observed, but also by mental development, which is reflected in social behavior and interaction.
In this regard, students are expected to achieve several qualities: .
possessing strong mental resilience, .
developing a high level of self-confidence, .
maintaining a forward-looking mindset, .
continuously developing their personal potential, .
demonstrating initiative and creativity, .
cultivating a strong enthusiasm for life, and .
being able to communicate It is a fundamental necessity that learning must undergo a profound and comprehensive transformation, one that aligns with the needs of students.
Such change begins with rethinking how students learn and how teachers teach, rather than focusing solely on outcomes.
27 Therefore, learning should be viewed as a unique process that emphasizes the following aspects, namely: .
learning as a means of acquiring new information, .
learning strategies that help students complete tasks effectively, and .
the learning process itself as the central element, as it can be influenced through both direct and indirect interaction.
In addition to active learning, there is also participatory learning, which refers to Lvoluntary contributions, both material and non-material, through shared roles and cooperation in solving problems and fulfilling collective needs.
Providing greater opportunities for community involvement in the educational process can generate positive impacts and support sustainable development.
Students, as central participants in the learning process, should experience instruction designed with media, methods, and approaches that are tailored to their individual conditions and understood holistically.
Learning becomes a means to convey and construct knowledge through structured stages, while also granting students the freedom to explore, discover, communicate, and make their own Students are able to grow independently with stimulation from their Aunurrahman.
Belajar Dan Pembelajaran, 12.
Alexandra C.
Lau et al.
LCharacteristics of Departments with High-Use of Active Learning in Introductory STEM Courses: Implications for Departmental Transformation.
International Journal of STEM Education 11, no.
wesse Eickholt.
Matthew R.
and Patrick Seeling.
LPractical Active Learning Stations to Transform Existing Learning Environments into Flexible.
Active Learning Classrooms.
Ie Transactions on Education 64, 2 .
Isabel Vale and Ana Barbosa.
LActive Learning Strategies for an Effective Mathematics Teaching and Learning.
European Journal of Science and Mathematics Education 11, no.
Halar Memon et al.
LActive Learning-Driven Uncertainty Reduction for in-Flight Particle Characteristics of Atmospheric Plasma Spraying of Silicon.
Engineering Applications of Artificial Intelligence 128 .
Susanna Hartikainen et al.
LThe Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education.
Education Sciences 9, no.
Kameryn Denaro et al.
LPredicting Implementation of Active Learning by Tenure-Track Teaching Faculty Using Robust Cluster Analysis.
International Journal of STEM Education 9, no.
http://jurnal.
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id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 environment, e.
, parents, siblings, family, teachers, and peers, and this requires only the necessary space to fully explore and express their potential.
Within this learning process, various theories of instruction can be identified, namely: .
The Classical Model, i.
, the teacher focuses on delivering information through subjects and teaching materials.
The Technological Model, , the teacher views education as the transmission of information aimed at developing studentsAo individual competencies.
The Personalized Model, i.
learning is designed based on studentsAo interests, experiences, and developmental stages to actualize their individual potential, and .
The Interaction Model, i.
learning emphasizes interdependence between teachers and students, fostering dialogic communication throughout the learning process.
The aforementioned descriptions depict that learning is inherently transformative since it involves not only the transfer of knowledge from teacher to student, but also the cultivation of studentsAo abilities through active engagement in the learning process.
Participatory learning, in this case, means that students are given the opportunity to explore and discover knowledge independently, with their discoveries later reinforced through the teacherAos guidance and knowledge StudentsAo findings may also vary.
some accurate, others less so.
Therefore, the teacher must exercise wisdom in finding a balanced approach, by integrating differing viewpoints into a shared understanding that all students can agree upon.
Within the perspective of participatory learning, instructional approaches can be further explored through different group models, such as the social interaction model, role-play model, information-processing model, and personal model.
Firstly, the social interaction model is grounded in the view that every aspect of learning is inseparable from reciprocal relationships among individuals.
Consequently, learning should be constructed through broad interactive engagement among students by cultivating collaboration both inside and outside the classroom.
Cooperation in the learning process is essential for students, as it allows knowledge to be shared with peers, enables individual abilities to be recognized by others, fosters mutual understanding, encourages respect for differing opinions, and sharpens interpersonal comprehension.
The group interaction learning model can be observed in several instructional forms, including group investigation, role-playing, jurisprudential inquiry, laboratory training, and social science research.
Group Investigation.
Group investigation serves as a medium to encourage and guide studentsAo engagement in the learning process.
Student involvement is essential, as it enables learners to optimally fulfill their basic needs related to knowledge, values, and Aunurrahman.
Belajar Dan Pembelajaran, p.
Aunurrahman, p.
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22373/fqsfd065 Active participation in group investigation may take the form of exchanging ideas through open and free communication, as well as collaborating in activities ranging from planning to selecting topics for discussion.
The characteristics of group investigation learning can be identified in several ways: .
students work in small groups with relative independence from the teacher, .
their activities are directed toward addressing pre-formulated questions, .
the learning process requires them to collect data, analyze it, and draw conclusions, .
students employ a variety of approaches in their learning, and .
the outcomes of student learning are shared and exchanged with their Reflecting on this perspective, the group investigation learning model demonstrates that the focus of learning lies entirely on the students.
The teacherAos strategic role is consistently directed toward managing and developing studentsAo abilities by taking into account their talents, interests, skills, and potential for optimal growth.
Students are trained to work collaboratively in groups, where they learn to reconcile differing opinions and desires within the team.
Role-Playing The essence of the role-playing model lies in emphasizing participation and observation in real-life situations or problems while striving to resolve them.
The benefits of role-playing include expanding knowledge, exploring oneAos feelings, values, and perceptions, developing skills and attitudes for problemsolving, and examining lessons through various approaches.
The steps in implementing this model can be outlined as follows: .
stimulating group motivation by introducing students to a problem so that they recognize it as an area to be studied, .
selecting participants, during which teachers and students describe various roles, including their appearance, feelings, and possible expressions, .
determining the stage setting, where role players prepare an outline of the scenario, .
preparing observers who will evaluate and comment on the effectiveness of the performance, .
carrying out the activity, in which role players assume their roles, internalize the situation spontaneously, and respond realistically to one another, .
conducting discussion and evaluation to determine the importance of the problem and the extent to which participants and observers were engaged both intellectually and emotionally, .
repeating the role play, allowing students and teachers to share new interpretations of the roles and to decide whether the activity should be performed by new individuals or by the same participants, .
holding further discussion and evaluation, where students may accept solutions while teachers encourage realistic alternatives and guide reflection on the subsequent steps of problem-solving, and .
sharing experiences and generalizing.
Although immediate generalizations are not expected regarding Chanakan Sojayapan and wintavee Khlaisang.
LThe Effect of a Flipped Classroom with Online Group Investigation on StudentsAo Team Learning Ability.
Kasetsart Journal of Social Sciences 41, no.
http://jurnal.
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id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 human relations in specific situations, teachers should guide discussions so that, after extended experience with role-playing strategies, students are able to generalize about approaches to problems and the consequences of the strategies Democratic Learning Model at Pesantren Sultan Hasanuddin Active learning is a learning process in which students are given opportunities to engage more deeply in learning activities through direct interaction with the material.
The goal is to identify the main ideas of the lesson and solve related problems, as well as to apply what they have just learned to reallife situations.
32 Through this model, students become active and independent participants in the learning process.
wumriana asserts that students are expected to be active in the teaching and learning process, to think critically, and to be fully engaged in classroom 33 In addition, by applying problem-solving learning, students are encouraged to find their own solutions.
34 This freedom, however, must still uphold legal ethics, especially when students actively seek out learning materials presented by the teacher.
They do so through careful observation of texts and the meanings they contain, while engaging in discussions with peers in ways that uphold ethical and legal values.
In this way, the tasks assigned by the teacher can be completed with joy, enthusiasm, and peace.
Active learning also helps students complete their tasks responsibly while simultaneously emphasizing Islamic educational values such as tawadhuAo .
and other core Islamic principles.
Students are thus encouraged to communicate politely within their groups and to express their ideas and thoughts 36 They consistently showcase courteous and positive behavior, especially toward their peers, through offering one another space to share opinions, counterarguments, and constructive criticism to achieve deeper and more comprehensive understanding.
Students also motivate and support one another in completing their assigned tasks.
Another model applied is participatory learning.
This approach involves teachers actively engaging students in the learning process.
Participation, in this Sojayapan and Khlaisang.
Interview with wumriana.
Vice Principal of Curriculum Affairs at Pesantren Hasanuddin.
September 26, 2024 Interview with Ilham.
Teacher at Pesantren Hasanuddin.
September 25, 2024 Interview with Suhardi.
Teacher at Pesantren Hasanuddin.
September 25, 2024 Interview with Muslimah.
Teacher at Pesantren Hasanuddin.
September 25, 2024 Interview with Rinaldi.
Teacher of uurAoan Hadis at Pesantren Hasanuddin.
September 26, 2024 http://jurnal.
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id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 sense, refers to studentsAo active involvement in planning, engaging with, and reflecting on the participatory learning experience.
Participation in learning means that students are open to receiving input and advice from guidance and counseling teachers as well as other teachers.
This is done when a student encounters learning difficulties, and at such times, coordination and collaboration are carried out with the homeroom teacher and other relevant parties.
39 Students are given the freedom to express their opinions when they face learning challenges.
In one case, if a student struggles with mathematics, they are encouraged to share their difficulties openly, after which appropriate solutions are provided.
Direct participation in the learning process increases studentsAo motivation and interest in learning while also developing their critical thinking skills.
41 In this context, students participate not only with their peers, e.
, as peer tutors, but also with teachers, by asking questions to which teachers actively respond and provide guidance.
42 This learning model is essential because such skills are fundamental to human development.
they represent life skills that form the foundation for appropriate behavior in daily life.
43 Participation through collaboration and communication is crucial both in their current daily interactions and in their future professional lives.
Overall, teachers recognize that active learning is an effective approach to creating engaging and meaningful learning experiences for students.
44 Thus, as illustrated above, both students and teachers implement an active and participatory interaction pattern throughout the learning process.
Democratic education is also reflected in the spirit of collaboration established between students and various school components, such as teachers and other educational staff.
Collaborative learning puts emphasis on the importance of active student involvement, where teachers recognize that involving students in group discussions or other cooperative activities helps them develop a sense of ownership over their learning while enhancing their social and communication skills.
45 This process strengthens the interaction between teachers and students, which fosters meaningful communication that acts as an indicator of effective teacherAestudent engagement.
Sudjana.
Metode dan Tehnik Pembelajaran Partisipatif dalam Pembelajaran Luar Sekolah (Bandung: Nusantara Press, 1.
, p.
Interview with Ilham.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Suhardi.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Muslimah.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Rinaldi.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Ilham.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Muslimah.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Muslimah.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Ilham.
Teacher at Pesantren Hasanuddin.
September 24, 2024 http://jurnal.
ar-raniry.
id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 Collaboration among students is also encouraged through informal discussions, where they are free to ask questions and share difficulties encountered during lessons, either with peers, teachers, or myself as their 47 When a student faces learning challenges, coordination and collaboration are carried out with all relevant parties.
Students, in such cases, are encouraged to openly express their concerns, e.
, their difficulties in mathematics, and teachers shall provide appropriate guidance and support to help resolve these issues.
This kind of learning implemention is further supported by the curriculum adopted at the Madrasah/Pesantren, i.
, the Merdeka Curriculum, which allows students to express their opinions and engage actively with the learning material.
The discovery learning model, for example, has been applied in biology lessons.
In this approach, students observe educational videos on a Smart TV, after which the teacher provides them with student worksheets (LKPD) containing guiding Each group then presents their responses to the class, receives feedback, and finally formulates a collective conclusion or reflection on the learning process, which is followed by an assessment of their work.
The democratization of learning has also been demonstrated in the freedom provided within the educational process.
This freedom acts as the foundation for developing studentsAo potential, both in terms of character and foundational knowledge, since students naturally seek opportunities to test their abilities and explore their talents and interests.
Students are given the autonomy to determine how they acquire and manage knowledge, not only within the classroom but also beyond it.
In lessons on environmental conservation, for example, students are motivated to go outdoors to directly observe and connect with their surroundings.
The teaching and learning process itself represents an aspect of democratic education, wherein teachers identify and utilize factors that support effective learning by connecting lessons to the real-world environment.
Learning materials are not limited to abstract theories, but are also contextualized through everyday In this way, the environment becomes an integral part of the learning experience and serves as an effective medium for both teachers and students.
Further, teachers play a significant role in fostering tolerance and providing solutions across various aspects of learning.
From the view of both a teacher and a guidance counselor, students at Pesantren Hasanuddin have shown Interview with Rinaldi.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Suhardi.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with wumriana.
Vice Principal of Curriculum Affairs at Pesantren Hasanuddin.
September 24, 2024 Interview with Rinaldi.
Teacher at Pesantren Hasanuddin.
September 24, 2024 http://jurnal.
ar-raniry.
id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 to have strong tolerance in learning, as they respect differing opinions, avoid excluding others, and take responsibility for their own learning.
Tolerance, in this regard, involves mutual understanding and respect among students and between students and teachers.
This kind of attitude encourage continuous growth and the development of competencies across cognitive, affective, and psychomotor domains.
Democratization Strategies in Learning at Pesantren Sultan Hasanuddin Observation carried out at Pesantren Sultan Hasanuddin revealed a number of strategies used to promote democratic learning.
These strategies help students engage actively in the learning process, deepen their understanding of ethical values, and internalize the principles of Islamic teachings in their daily The main strategies include inquiry learning, cooperative learning, and discovery learning.
Inquiry learning concerns with studentsAo active involvement in exploring and discovering the values embedded in the learning material.
Within the framework of democratic education, this approach allows students to view content from multiple perspectives, encouraging them not only to absorb information but also to interpret, analyze, and connect knowledge with their own It also promotes independence, creativity, and full participation in the learning process.
In practice, the inquiry method trains students to find and construct knowledge independently using various sources, e.
, textbooks and other references.
This strategy is commonly supported by scientific and academic activities organized by MGMP.
KKM, and the Ministry of Religious Affairs (Kemena.
The use of inquiry-based learning in the pesantren context has shown its effectiveness in improving studentsAo understanding.
It encourages learners to move beyond passive listening by actively observing, interpreting, and exploring learning materials.
53 This model empowers students to become more independent, confident, and capable of utilizing their full potential.
A teacher at the Pesantren mentioned that she frequently provided opportunities for students to seek knowledge independently through reading, observation, and interpretation of learning materials.
This process was possible to carry out due to the availability of various reference books at the school, while teachers also continued to offer guidance and assistance whenever students encountered difficulties during learning.
Through this model, students are able to explore their abilities in sourcing knowledge independently and in discovering ethical and cultural values that align Interview with Suhardi.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Marwan.
Principal of Pesantren Hasanuddin.
September 24, 2024 Interview with Rinaldi.
Teacher at Pesantren Hasanuddin.
September 24, 2024 Interview with Muslimah.
Teacher at Pesantren Hasanuddin.
September 24, 2024 http://jurnal.
ar-raniry.
id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 with Islamic teachings.
Teachers at the same time provide ample opportunities for students to uncover the many moral and intellectual values embedded in the history of Islamic civilization.
Apart from inquiry learning, cooperative learning has also been implemented at Pesantren Sultan Hasanuddin.
Cooperative learning is a strategy in which students work together in small groups to achieve shared academic This approach emphasizes positive interdependence among group members while developing both individual and collective responsibility.
Social interaction among students becomes the core of this learning process since each member assists others in understanding materials, solving problems, and developing interpersonal skills.
Consequently, cooperative learning not only enhances academic understanding, but also cultivates social competence and effective collaboration skills.
This teaching model also illustrates how students learn in small groups with varying levels of ability.
In completing group tasks, each member collaborates and supports one another to understand the learning material.
Kunandar notes that cooperative learning focuses on the importance of social interaction among students, where each group member is responsible not only for their own learning, but also for the success of their peers.
Thus, this model enhances not only academic understanding, but also social skills, mutual respect, and teamwork among students.
In applying the cooperative learning model, classroom activities are designed to serve as material for discussion, debate, idea exploration, conceptual analysis, and skill development, all of which aim to help students fully comprehend the subject matter.
These activities emphasize collaborative learning, where each student contributes according to their assigned role and task.
Through this approach, teachers at the Pesantren recognize cooperative learning as an effective method for encouraging collaboration, interaction, mutual support, and a deeper understanding of the material.
Moreover, this model aids students in developing communication and social skills, as well as the ability to solve learning challenges.
Cooperative learning also boosts studentsAo motivation since they feel more engaged and inspired when learning with their peers.
This model in general have allowed for a more effective and enjoyable learning experience.
Hence, cooperative learning can also be viewed as a key mechanism for building motivational strength, even though its function is not limitless.
Siribhorn Semathong.
LParticipatory Action Research to Develop the Teachers on Classroom Action Research.
Shanlax International Journal of Education 11, no.
: 23.
wosef De Beer.
LCultural-Historical Activity Theory (CHAT) as a Practical Lens to Guide Classroom Action Research in the Biology Classroom.
American Biology Teacher 81, no.
Interview with Muslimah.
Teacher at Pesantren Hasanuddin.
September 24, 2024 http://jurnal.
ar-raniry.
id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 Motivation, as a mental process, is inherently future-oriented.
Cooperative learning fosters enjoyment in working together, whether within small or large Its primary goals include enhancing conceptual understanding and social values such as empathy and compassion, teaching teamwork and collaboration, promoting acceptance of students from diverse backgrounds, and improving motivation and learning productivity.
As a consequence, this approach helps cultivate noble ethics among students, which serves as a moral foundation for studentsAo participation in community life.
Another strategy used in democratic learning is discovery learningDiscovery learning expects students to engage in independent inquiry, to build upon past experiences and knowledge, and to utilize intuition, imagination, and creativity.
Students, in this learning process, actively seek new information to uncover facts, to identify relationships, and to discover new truths, thereby developing their critical and analytical thinking skills.
57 This kind of strategy also guides students to explore ethical and moral values derived from religious teachings, especially from Islam.
The discovery learning strategy is grounded in a psychological understanding that students possess various capacities that can be developed and refined through the learning process.
One of the capacities is intuition, which is the ability to grasp meaning without relying on sensory experience or logical Intuition allows learners to perceive and understand something directly, without deliberate thought or prior study.
58 This ability is often considered similar to instinct or feeling, although the three differ in meaning.
Intuition is abstract and cannot be perceived through human senses, including observable behavior.
It is not taught through the transfer of explicit knowledge but cultivated through reflection and the sharpening of oneAos inner awareness.
Typically, intuition provides subtle signals or insights related to the surrounding environment.
Within the context of discovery learning, the learning process focuses on studentsAo ability to construct knowledge independently.
Teachers encourage students to develop a comprehensive understanding of the material, with learning success measured by how well students can grasp and internalize key concepts on their own.
This process makes learning more purposeful and fosters learner autonomy in building meaningful understanding.
Discovery learning as a learning strategy is highly effective in developing studentsAo entrepreneurial spirit and independence in the learning process.
This strategy puts emphasis on the studentsAo ability to investigate independently, build upon prior experiences and knowledge, utilize intuition, imagination, and creativity, and seek new information to uncover facts, correlations, and truths.
Intuition, which is abstract and cannot be perceived by the human senses, is https://w.
id/blog/discovery-learning https://w.
com/bali/berita/d-6412984/ Interview with Ilham.
Teacher at Pesantren Hasanuddin.
September 24, 2024 http://jurnal.
ar-raniry.
id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
22373/fqsfd065 cultivated through reflection to sharpen oneAos inner awareness (Lthe realm of the heart ), which enables students to perceive signals and meanings from their In this process, teachers stresses on the importance of comprehensive understanding, where the success of learning is measured by the extent to which students can independently grasp key concepts and make sound decisions that correspond with the intended learning goals.
This intuitive capacity also nurtures ethical awareness among students, since it equips them with the knowledge and understanding necessary to analyze situations deeply and to reach well-considered conclusions.
These insights act as moral guidance for appropriate behavior both within the pesantren and in the broader community.
Conclusion The democratization of learning emphasizes granting students the freedom to explore, communicate, and make their own decisions.
Such autonomy enables students to more quickly comprehend the learning materials prepared by teachers.
With their individual capacities, students are able to independently process knowledge, which ultimately leads to behavioral change rooted in higher cultural When students are encouraged to discover knowledge on their own, they naturally cultivate a culture of learning.
The democratization of learning, facilitated by teachers through active and participatory approaches, aids in independence, responsibility, and honesty in the learning process.
This approach helps students build their ethics and morality, which eventually turn into positive habits and become part of the learning culture grounded in Islamic values.
Ethics and law play an integral part in transforming student behavior and culture.
Ethics encompasses the moral values and principles that guide students' conduct, e.
honesty, fairness, responsibility, and respect.
The law, on the other hand, aims to prevent students from engaging in misconduct that might result in instability in the educational environment.
Education, therefore, should not only focus on academic achievement but also on character formation and ethical development.
Nurturing studentsAo character and behavior in accordance with Islamic ethics within the school environment can contribute to the establishment of an Islamic culture that supports the advancement of Islamic civilization in the wider Muslim Through the democratization of learning, students are empowered to explore knowledge independently and discover ethical and cultural values rooted in Islamic teachings.
Teachers also provide the space and guidance necessary for students to uncover the rich moral and intellectual heritage recorded throughout the history of Islamic progress and civilization, thereby making it a foundation for ethical development.
http://jurnal.
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id/index.
php/samarah Ethics.
Law, and Educational Democratization Muhammad Yahdi, et al.
DOI: 10.
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