Developing Learner Independence as a Pillar of Sustainable Development Goals (SDGs)

Abstract

The objective of this research is to examine the approach employed by Madrasah Aliyah Swasta Nganjuk Regency in fostering students' autonomy and addressing challenges within the context of the Sustainable Development Goals (SDGs). This research is centered on two key inquiries: firstly, what is the strategy utilized by Madrasah Aliyah Swasta Nganjuk Regency for promoting students' independence? Secondly, what strategies are employed to confront challenges within the framework of the Sustainable Development Goals (SDGs)? This research employs a qualitative research design. Data were gathered through semi-structured interviews and document analysis. The outcomes of this research reveal that the approach to fostering student independence in the classroom encompasses various aspects of classroom management, including establishing behavioral standards, efficiently utilizing time, addressing procrastination, implementing meaningful learning experiences, and incorporating conflict-based learning strategies. The strategy employed to address challenges within the framework of the Sustainable Development Goals (SDGs) follows a systematic approach, establishing its own distinctiveness. This involves the development of entrepreneurial activities and industrial work practices (Prakerin), the enhancement of professional scout learning, the establishment of a procedural work system within the Vocational School (BLK), and the coordination of an integrated learning system with Islamic boarding schools. The novelty of this research resides in its concentration on the unique characteristics of Nganjuk Regency and the significance of tackling the challenges in Islamic Education within the context of the SDGs.