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All Journal Irfani At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Southeast Asian Journal of Islamic Education Action Research Journal Indonesia (ARJI) Journal of Education and Teacher Training Innovation (JETTI) Cultura Islamica: Journal of Islamic Studies, Management, and Culture
Pitra Gosha Patriasya
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EXPLORING HUMAN NATURE AND EDUCATION THROUGH PHILOSOPHICAL ANTHROPOLOGY: A HUMANIST PEDAGOGICAL APPROACH AT MADRASAH TSANAWIYAH NEGERI 2 CIANJUR Ahmad Dimyati Ridwan; Nursani Awal Artha Nugraha; Nurti Budiyanti; Pitra Gosha Patriasya; Sephia Musyaffa Nur Aulia
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6018

Abstract

This article analyses the nature of humans and education from a philosophical anthropological perspective to develop a humanist pedagogical paradigm, using a case study at MTsN 2 Cianjur. This study is motivated by the view that humans are multidimensional beings who require holistic development of their potential. At the same time, education that is solely cognitive in nature produces a crippled generation and loses the meaning of humanity. Humanist pedagogy presents an alternative, positioning students as dialogical subjects and integrating moral and spiritual dimensions. This research uses a descriptive qualitative approach, drawing on literature, observations, interviews, and documentation. Data are analysed by integrating the frameworks of philosophical anthropology, humanist pedagogy, and Islamic educational practices. The results of the study at MTsN 2 Cianjur indicate that human nature is understood comprehensively. Students are not only seen as recipients of knowledge, but as potential beings who must be developed intellectually, morally, socially, and religiously. This paradigm is realised through participatory learning, dialogical teacher-student communication, and religious habits (such as congregational prayer and tadarus), which enrich universal humanism with a transcendental Islamic dimension. This article concludes that this integration strengthens Islamic education, making it more humanistic, transformative, and relevant to the challenges of the times.
Co-Authors Abu Warasy Batula Aceng Kosasih, Aceng Agus Fakhruddin Ahmad Dimyati Ridwan Aldam Shaka Pradipta Andelina Damayanti Ariq Muammar Aulia Tegar Wicaksono Erwin Putera Permana Fathul Barr Narwin Adimanggala Helmy Abdullah Helmy Magna Anissa A. Hayudini Maria Noor Marwal Blantara Susetyo Mhd. Aksaril Huda Ritonga Muhamad Parhan Muhamad Shendyka Nadya Ranialini Nurlaila Turohmah Nursani Awal Artha Nugraha Nurti Budiyanti Robiatul Adawiyah Ramadhani Sephia Musyaffa Nur Aulia Suci Amellia Syahidin Syifa Fatihatul Mubarokah Yurana Qiyasa