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LANDASAN PSIKOLOGIS PENDIDIKAN DAN PEMBELAJARAN: Kesenjangan antara Teori Psikologi dan Praktik di Kelas Yuti Afidah; Habib Anwar Al-Anshari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13553

Teachers in Indonesian Islamic schools generally understand that effective teaching involves addressing students' differing learning styles, providing meaningful feedback, and fostering a sense of emotional safety in the classroom. The problem is, this knowledge largely resides in the mind, never reaching concrete action in the classroom. This research reveals why the bridge between "theoretical knowledge" and "classroom practice" is so difficult to build, particularly in the context of Islamic Religious Education (PAI), and explores concrete strategies to improve it. By critically reviewing academic literature published between 2020 and 2025 from Google Scholar, ERIC, and Garuda databases, the study finds that this gap is not due to a single cause, but rather to four interconnected factors: teacher training that inadequately addresses practical psychology, a teaching culture that relies heavily on lectures and content transfer, a school environment that discourages pedagogical experimentation, and teachers' lack of practice in reflecting on the effectiveness of their own teaching methods. On the other hand, this study also identified four keys proven to be able to open this bridge: fostering a belief that teaching skills can continuously develop (a growth mindset), teaching with sensitivity to students' trauma backgrounds, training students to manage their own learning styles, and building a community of teachers who learn from and support each other. These findings provide important insights for reforming the Islamic Religious Education (PAI) teacher training curriculum and the direction of Islamic education policy in Indonesia.

ASAS-ASAS PENDIDIKAN (TUT WURI HANDAYANI, BELAJAR SEPANJANG HAYAT) Hana Hanifah; Habib Anwar Al-Anshari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13860

Education is an important aspect of human life that functions to develop self-potential, form character, and improve the quality of human resources. In Indonesian education, the principle of Tut Wuri Handayani put forward by Ki Hajar Dewantara is one of the important foundations in the learning process. In addition, the development of science and technology requires every individual to continue to learn through the concept of lifelong learning. However, the current learning process is still often centered on the teacher so that students are less active and less independent in learning. This research aims to describe the principles of Tut Wuri Handayani, explain the concept of lifelong learning, and analyze the relationship and implementation of the two concepts in the world of education. This research uses a library research method with a qualitative descriptive approach. Data was obtained from books, scientific journals, articles, and various relevant literature sources. The data collection technique is carried out through documentation studies and analyzed systematically through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that the principle of Tut Wuri Handayani places educators as guides and motivators who encourage students to develop independently. Meanwhile, the concept of lifelong learning emphasizes that the learning process takes place throughout human life through formal, non-formal, and informal education. The two concepts are closely related because they both emphasize the importance of learning independence, student activeness, and critical and creative thinking skills.Thus, the application of the principles of Tut Wuri Handayani and the concept of lifelong learning is considered relevant in creating an education system that is able to form students who are independent and adaptive to the development of the times.

LANDASAN SOSIOLOGIS PENDIDIKAN DAN PEMBELAJARAN Yuni Syafriyani; Habib Anwar Al-Anshari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14118

The sociological foundation is a crucial element in the world of education because education is essentially a process of social interaction between educators and students to achieve certain goals. This article aims to explore the concept, scope, and implementation of sociological foundations in the context of education in Indonesia. The sociological foundation of education is a reference or assumption in the application of education that starts from the interaction between individuals as social beings in social life. Educational activities are a process of interaction between two individuals (educators and students) and even two generations that allow the younger generation to develop themselves. This can be a starting point or a basis for a foothold that is material and conceptual. This research uses a qualitative approach with the library research method, where data is collected through the identification of scientific literature and analyzed descriptively. The results of the discussion show that the sociological foundation functions as a reference in the application of education which is the starting point for human interaction as social beings. The sociology of education plays a role in bridging the disciplines of sociology and educational science to analyze how social forces affect educational processes and outcomes. The implementation of this foundation in Indonesia includes the development of a flexible and dynamic curriculum according to social conditions, as well as the implementation of patterns of social activities that are nomothetic, ideographic, and transactional. This article concludes that the success of education requires synergy and collective responsibility between schools, parents, and the wider community in supporting socialization and mental development of students.

LANDASAN ANTROPOLOGIS PENDIDIKAN DAN PEMBELAJARAN Andi Widiantoro; Habib Anwar Al-Anshari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14428

Education is essentially a conscious effort to humanize humans as cultural beings (animal educandum) whose existence cannot be separated from their sociocultural environment. The anthropological approach emphasizes that learning is a process of cultural transmission, where values, norms, and skills are inherited and developed across generations. In the context of Indonesia's cultural diversity, an anthropological foundation is crucial to design contextual learning that integrates local wisdom while preparing students to face global challenges. This study employs a qualitative approach through literature review. Data were collected from relevant books, scientific journals, and previous research on anthropology, education, and culture. The analysis was conducted using a descriptive-analytical method by examining the relationship between education and culture, including processes of enculturation, socialization, and the role of schools as a miniature society. The results show that education functions as both a preserver and an agent of cultural change. The implications of an anthropological foundation in learning include the development of local wisdom-based curricula and multicultural learning approaches. Strengthening this foundation is essential to create education that is meaningful, contextual, and capable of forming individuals who are globally competent yet rooted in their local cultural identity.

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