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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Penelitian Ilmu Pendidikan Indonesia
Fitri Sania
Universitas Islam Negeri Raden Fatah Palembang
Humanities Education Mathematics Social Sciences Other

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ABRAHAM MASLOW’S HUMANISTIC THEORY IN ISLAMIC RELIGIOUS EDUCATION LEARNING IN SCHOOLS Fitri Sania; Indah Wigati; Yuniar; Amilda; Mardeli; Fitri Oviyati
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7587

Abstract

This study aims to analyze the implementation of Abraham Maslow’s humanistic theory in Islamic Religious Education (PAI) learning and its implications for the self-actualization of eleventh grade students at SMA Negeri 1 Madang Suku II OKU Timur. The background of this research is based on the predominance of cognitively oriented and teacher-centered PAI learning, which tends to overlook students’ psychological and humanistic needs. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of PAI teachers and eleventh grade students. Data were collected through observation, in-depth interviews, and documentation. The data analysis technique used the interactive model of Miles and Huberman, which includes three stages: data reduction, data display, and conclusion drawing/verification. The data validity technique referred to the concept proposed by Moleong, including credibility testing through source triangulation and technique triangulation, as well as prolonged engagement and reference adequacy. The results indicate that Abraham Maslow’s humanistic theory was implemented contextually through the fulfillment of students’ physiological needs, safety needs, love and belongingness needs, esteem needs, and self-actualization needs within the PAI learning process. The teacher acted as a facilitator who created a safe, comfortable, democratic, and respectful learning environment. The implementation of this theory contributed to increased learning motivation, self-confidence, courage to express opinions, and the development of students’ potential and self-actualization. This study confirms that Abraham Maslow’s humanistic theory is relevant and effective in supporting humanistic, participatory, and meaningful Islamic Religious Education learning.
Analisis Perbedaan Karakteristik Asesmen pada Ranah Pengetahuan, Sikap, dan Keterampilan dalam Pembelajaran Pendidikan Agama Islam Fitri Sania; Firdaus Basuni; Yuli Fitrianti
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i1.979

Abstract

Penelitian ini bertujuan untuk menganalisis secara komprehensif perbedaan karakteristik asesmen pada ranah pengetahuan (kognitif), sikap (afektif), dan keterampilan (psikomotorik) dalam pembelajaran Pendidikan Agama Islam (PAI) serta penerapannya secara holistik dalam konteks Kurikulum Merdeka. Menggunakan metode penelitian kepustakaan (library research), kajian ini menelaah teori taksonomi Bloom, revisi Anderson & Krathwohl, teori afektif Krathwohl, dan teori psikomotorik Simpson serta Dave, kemudian mengintegrasikannya dengan konsep asesmen autentik PAI. Hasil penelitian menunjukkan bahwa asesmen kognitif dalam PAI harus mencakup empat dimensi pengetahuan, yaitu faktual, konseptual, prosedural, dan metakognitif, untuk mendorong kemampuan berpikir tingkat tinggi. Pada ranah afektif, penelitian ini mengembangkan konsep “afeksi religius holistik” yang menilai keseimbangan antara kesadaran spiritual, kesalehan sosial, dan tanggung jawab moral. Instrumen seperti spiritual diary, skala sikap keikhlasan, dan observasi perilaku terbukti efektif untuk melihat internalisasi nilai peserta didik. Pada ranah psikomotorik, asesmen tidak hanya berfokus pada ketepatan gerakan ibadah, tetapi juga pada kemampuan peserta didik mempraktikkan nilai Rahmatan lil ‘Alamin melalui proyek nyata dalam Kurikulum Cinta, seperti merawat lingkungan, menolong sesama, dan menunjukkan kasih sayang terhadap makhluk hidup. Temuan penelitian menegaskan pentingnya asesmen PAI yang terintegrasi, autentik, dan transformatif agar tujuan pembelajaran Islam yang menyatukan iman, ilmu, dan amal dapat diwujudkan secara nyata. Dengan demikian, penelitian ini memberikan kontribusi teoretis maupun praktis bagi pengembangan asesmen PAI yang lebih holistik dan sesuai dengan tuntutan pendidikan abad ke-21.
Co-Authors Amilda Firdaus Basuni Fitri Oviyati Fitrianti, Yuli Indah Wigati Mardeli Yuniar