Transformasi Pendidikan Agama Islam melalui Teori Belajar Humanistik: Peluang dan Tantangan

Abstract

Islamic Religious Education (IRE) is not only oriented toward the acquisition of religious knowledge but also toward the development of students’ attitudes, morality, and self-actualization. However, learning practices in schools are often still teacher-centered, limiting students’ opportunities to develop their potential, creativity, and meaningful learning experiences. Therefore, the implementation of Humanistic Learning Theory is essential in fostering a learning process that emphasizes human dignity and places students at the center of education. This study aims to analyze the implementation of Humanistic Learning Theory in Islamic Religious Education at SMP Negeri 1 Perak and to identify the supporting and inhibiting factors affecting its application. The research employed a qualitative approach using a case study design. Data were collected through observations, interviews, documentation, and questionnaires, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the implementation of Humanistic Learning Theory in IRE is reflected through the application of Student-Centered Learning, Active Learning, Humanizing of the Classroom, Quantum Learning, and Accelerated Learning. Teachers function as facilitators who connect learning materials with students’ real-life experiences, thereby encouraging active participation and deeper understanding. Supporting factors include students’ learning motivation, teachers’ understanding of humanistic concepts, and the availability of adequate learning facilities. Meanwhile, inhibiting factors include difficulties in managing certain students and limitations in classroom management.