https://tecnoscientifica.com/journal/apga <p><strong><em>Acta Pedagogia Asiana</em></strong>with short form of <strong>APGA </strong>is an<strong> Open Access Refereed Journal </strong>that provides a place for discussion on how educators could improve teaching and learn in formal and informal contexts. It brings together emergent and pioneering work on education in response to altering communities and student bodies, new knowledge, and ways of communication. Articles range from analyses, discussions, debates, reviews, and studies of the most tenacious and perennial educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.</p> Tecno Scientifica Publisher en-US Acta Pedagogia Asiana 2963-6442 <p>Authors shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed under the <a href="https://creativecommons.org/licenses/by/4.0/"><strong>Creative Commons Attribution 4.0 International License (CC BY 4.0)</strong></a>.</p> <p>Under this license, authors who submit their papers for publication by <em>Acta Pedagogia Asiana </em>agree to have the CC BY 4.0 license applied to their work, and that anyone is allowed to reuse the article or part of it free of charge for any purpose, including commercial use. As long as the author and original source is properly cited, anyone may copy, redistribute, reuse and transform the content.</p> <p>This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.</p> https://tecnoscientifica.com/journal/apga/article/view/1242 <p>The formalisation of modern education has increasingly contributed to the dehumanisation of the learning process and fostered bureaucratic dependence on formal qualifications and certification. This study critically analyses the implementation of transformative pedagogy at Sanggar Anak Alam (SALAM) in Yogyakarta as a practical manifestation of Ivan Illich’s radical critique of institutionalised education in <em>Deschooling Society</em>. This qualitative study employed a systematic literature review of relevant academic literature retrieved from Google Scholar, ResearchGate, and the Directory of Open Access Journals (DOAJ), followed by qualitative content analysis. The findings indicate that SALAM has deconstructed conventional classroom practices by promoting the principle of “Independent Thinking,” redefining facilitators as learning companions rather than one-way instructors, and developing a community-based learning ecosystem. Its operational curriculum is implemented through a “Learning Cycle” model and independent inquiry into real-world issues, including food, health, environmental, and socio-cultural concerns, while integrating local wisdom (<em>titen</em>) and narrative-based evaluation. Nevertheless, this alternative education model faces several challenges, including scalability, regulatory barriers related to the recognition of qualifications through Packages A/B/C, the sustainability of self-funded operations, and the need to strengthen facilitator capacity. The findings demonstrate how the deconstruction of conventional schooling can be translated into autonomous and community-based “learning webs” that reconnect education with everyday life and learner autonomy.</p> Ghumayda Tsurayya Ririn Darini Rhoma Dwi Aria Yuliantri Copyright (c) 2026 Ghumayda Tsurayya, Ririn Darini, Rhoma Dwi Aria Yuliantri https://creativecommons.org/licenses/by/4.0 2026-09-25 2026-09-25 6 1 1−15 1−15 10.53623/apga.v6i1.1242