IMPLEMENTASI TEORI BELAJAR HUMANISTIK DALAM PENDIDIKAN AGAMA ISLAM DI SMPN 01 BUKITTINGGI

Regil Ardi Sahputra; Mustafa; Wedra Aprison

doi:10.1448/nk3d2f29

Penulis

Regil Ardi Sahputra Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia Penulis
Mustafa Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia Penulis
Wedra Aprison Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi, Indonesia Penulis

DOI:

https://doi.org/10.1448/nk3d2f29

Kata Kunci:

Implementation, Humanitarian Learning Theory, Islamic Religious Education and Character Education

Abstrak

This study is entitled "Implementation of Humanitarian Learning Theory in Islamic Religious Education at SMPN 01 Bukittinggi". The main objective of this study is to determine the educational value of using humanistic learning theory in the process of Islamic religious education and character education in public high schools. Furthermore, this study attempts to identify various factors to determine the effectiveness of the theory in improving the quality of education in schools. This study uses a qualitative approach where data is collected through interviews, observations, and direct documentation. To obtain comprehensive results, data reduction techniques, data visualization, and summaries are used for analysis. To ensure the validity of the data, this study uses source triangulation and method triangulation techniques to further ensure the validity of the results. This study reveals that the application of humanistic learning theory in teaching Islamic Religious Education and character education at SMP Negeri 01 Bukittinggi is carried out by teachers by utilizing various different methods. First, the learning process is designed to be fun, not boring, and can stimulate student participation by developing cognitive, affective, and psychomotor aspects. In its implementation, teachers use a collaborative learning model based on constructivism and employ direct instruction, where small-group discussions are part of the learning process. Second, the successful implementation of this theory is supported by teachers' in-depth understanding of humanistic concepts, active student participation, and adequate facilities and infrastructure. Third, several challenges in its implementation exist, such as limited time and space for teachers to interact more intensively with students due to the disproportionate number of teachers compared to the number of students, emotional factors that influence the learning atmosphere, both on the part of teachers and students, and the difficulty of directing some students in learning activities.

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