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All Journal Journal of Humanities, Social Sciences, and Education
Ivo Sindia Nur Azizah
Institut Ahmad Dahlan
Humanities Education Social Sciences

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Persepsi Siswa Terhadap Penerapan Teori Humanistik Dalam Pembelajaran Lailatul Ramadani; Rahayu Nugraheni; Ivo Sindia Nur Azizah
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.909

Abstract

The application of humanistic theory in learning is important because it can create a student-centered learning process while supporting the development of students’ cognitive, affective, and social aspects. However, in practice, teacher-centered learning is still found, limiting students’ opportunities to participate actively and develop their potential optimally. This study aims to describe students’ perceptions of the application of humanistic theory in learning. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of 26 tenth-grade students at SMA Assubhan, Probolinggo Regency, selected using purposive sampling. Data were collected through observation, semi-structured interviews, and questionnaires, while data analysis employed the Miles, Huberman, and Saldaña model through data reduction, data display, and conclusion drawing. The results showed that students’ perceptions of the application of humanistic theory were categorized as good to very good. The teacher was perceived as capable of creating a comfortable learning environment, providing motivation, respecting students’ opinions, and encouraging active student participation in the learning process. The application of humanistic theory had a positive impact on students’ self-confidence, learning motivation, responsibility, and participation throughout the learning process.
Fenomena Penggunaan Artificial Intelligence (AI) Dalam Pembelajaran: Analisis Proses Berpikir Siswa Di Era Digital Perspektif Teori Kognitif Rizka Maulidatun Nadifah; Istanade Habibi Nasrullah; Ivo Sindia Nur Azizah
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 6 (2026): Edisi Agustus 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i6.913

Abstract

This study aims to analyze students’ experiences in using Artificial Intelligence (AI) in the learning process based on the cognitive theories of Jean Piaget and Jerome Bruner. This research employed a qualitative phenomenological approach to explore students’ subjective experiences in utilizing AI as part of the knowledge construction process. The participants consisted of eight tenth-grade students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, documentation, and questionnaires. The data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed three main themes related to students’ experiences with AI: AI as digital scaffolding for understanding complex materials, AI as a facilitator of cognitive schema transformation through assimilation and accommodation processes, and the challenges of AI use toward students’ cognitive engagement and critical thinking. AI helped students simplify abstract concepts, visualize information, connect new knowledge with prior understanding, and correct misconceptions through immediate feedback. However, the findings also indicated that excessive dependence on AI-generated answers may reduce students’ deep cognitive processing, as some students tended to accept information without independent analysis and reflection. Therefore, teachers’ pedagogical guidance remains essential in directing AI use through reflective learning strategies, critical questioning, and AI literacy development. This study concludes that AI can serve as an effective learning mediator when integrated appropriately to enhance students’ critical thinking, independent learning, and knowledge construction processes in the digital era.
Co-Authors Istanade Habibi Nasrullah Lailatul Ramadani Rahayu Nugraheni Rizka Maulidatun Nadifah