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All Journal AL-ADABIYA: Jurnal Kebudayaan dan Keagamaan HEUTAGOGIA: Journal of Islamic Education
Patty, Muh Akbar
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Humanizing Learning: Implementing the Humanistic Approach in Inclusive Islamic Education at SD Muhammadiyah Wringinanom Gresik Patty, Muh Akbar; Prastowo, Andi; Sahmat, Sulhu Diah Rafidiah
HEUTAGOGIA: Journal of Islamic Education Vol. 4 No. 1 (2024)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2024.41-07

Abstract

Abstract: Humanism is one meaningful learning approach that engages students in learning activities. In facing the challenges of inclusive education in Indonesia, implementing Humanistic Learning Theory becomes very relevant and strategic. This research explores the implementation of a humanistic approach in inclusive classrooms at SD Muhammadiyah Wringinanom, Gresik. Using a descriptive qualitative method, data were collected through interviews, classroom observations, and document analysis. The study focused on how humanistic principles, such as respect for individuality, emotional well-being, and social development, are applied in inclusive education. Results highlight the effective use of student-centered learning and the importance of positive teacher-student relationships. However, challenges remain in the lack of specialized teachers for students with disabilities. The study emphasizes the need for more teacher training and resource allocation to improve inclusive education further. Collaboration between teachers, parents, and external organizations is essential for successfully implementing humanistic principles in Islamic educational contexts. Further research is recommended to explore the long-term benefits of the humanistic approach for diverse learners. Abstrak: Humanistik merupakan salah satu pendekatan pembelajaran yang sangat bermakna dengan menjadikan siswa sebagai subjek yang aktif dalam kegiatan pembelajaran. Dalam menghadapi tantangan pendidikan inklusi di Indonesia, implementasi Teori Belajar Humanistik menjadi sangat relevan dan strategis. Penelitian ini mengeksplorasi implementasi pendekatan humanistik di kelas inklusif SD Muhammadiyah Wringinanom, Gresik. Menggunakan metode deskriptif kualitatif, data dikumpulkan melalui wawancara, observasi kelas, dan analisis dokumen. Penelitian ini berfokus pada penerapan prinsip-prinsip humanistik, seperti penghargaan terhadap individualitas, kesejahteraan emosional, dan pengembangan sosial dalam lingkungan pendidikan inklusif. Hasil penelitian menunjukkan penerapan pembelajaran berpusat pada siswa yang efektif dan pentingnya hubungan positif antara guru dan siswa. Namun, tantangan masih ada dalam ketiadaan guru khusus bagi siswa berkebutuhan khusus. Penelitian ini menekankan perlunya pelatihan guru yang lebih intensif dan alokasi sumber daya untuk meningkatkan pendidikan inklusif. Kolaborasi antara guru, orang tua, dan organisasi eksternal sangat penting untuk keberhasilan penerapan prinsip-prinsip humanistik dalam konteks pendidikan Islam. Penelitian lanjutan dianjurkan untuk mengeksplorasi manfaat jangka panjang pendekatan humanistik bagi siswa dengan kebutuhan beragam.
"Aku Senyum, Aku Dapet Pahala": Living Hadits tentang Anjuran Senyum pada Anak-anak di Banyumas, Indonesia Khayati, Nimatul; Patty, Muh Akbar; Rahmi, Lailatul
Al-Adabiya: Jurnal Kebudayaan dan Keagamaan Vol 19 No 2 (2024): Al-Adabiya: Jurnal Kebudayaan dan Keagamaan
Publisher : LP2M Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/adabiya.v19i2.5565

Abstract

This study examines the implementation of the living hadith on smiling, as recommended by the Prophet Muhammad, among early childhood education at RA Masyithoh 20 Sibalung, an Islamic kindergarten in Banyumas, Central Java Province of Indonesia. Smiling, as outlined in the hadith, is considered a form of charity that fosters social interaction, empathy, and emotional development. The research employs an ethnographic approach, involving direct observations, interviews with teachers, and discussions with pupils, to understand how the hadith is integrated into daily practices. The study reveals that the practice of smiling, both as an individual and social behavior, contributes to a positive school environment, enhances social bonds among pupils, and serves as a foundation for both spiritual and emotional growth. Teachers at RA Masyithoh 20 Sibalung model this behavior, explaining the underlying values of the hadith to the pupils, and encouraging them to smile not only as a social gesture but as a form to expect reward from Allah. Despite its benefits, the research identifies several challenges, such as the lack of consistency in smiling practices at home and school, children’s emotional instability, and the need for enhanced parent-teacher collaboration. This study highlights the importance of integrating Islamic teachings into early childhood education, particularly through the practice of smiling, which not only aligns with religious values but also promotes the development of prosocial behaviors in young children.
Co-Authors Andi Prastowo Khayati, Nimatul Lailatul Rahmi Sahmat, Sulhu Diah Rafidiah