Relasi Ontologis Guru dan Murid sebagai Dasar Humanisasi Pendidikan Agama Islam di Indonesia - Muhammad Aldam Shaka Pradipta; Puput Rahmania; Muhamad Parhan (JURNAL YAQZHAN: Analisis Filsafat, Agama dan Kemanusiaan, 2025)
ABSTRAK: Penelitian ini berangkat dari pertanyaan penelitian: Bagaimana relasi ontologis guru murid dapat menjadi dasar bagi humanisasi pembelajaran Pendidikan Agama Islam di Indonesia? Tujuan penelitian adalah mengungkap secara sistematis hakikat ontologis guru dan murid sebagai pemeran utama dalam pendidikan agama Islam, menganalisis relasi ontologis keduanya, dan menunjukkan bagaimana relasi tersebut membuka kemungkinan humanisasi PAI. Penelitian ini menggunakan kerangka ontologi Aristotelian dengan konsep actual being, potential being, causa, telos, dan energeia sebagai lensa utama, diperkaya oleh pemikiran pendidikan Islam serta perspektif kritis Paulo Freire tentang banking versus problem-posing education, dan konsep teacher as facilitator dari Carl Rogers. Hasil penelitian menunjukkan bahwa krisis PAI hari ini bukan krisis metodologis melainkan krisis ontologis: guru dan murid kehilangan pemahaman akan hakikat mereka sebagai being yang sedang menjadi. Ketika relasi ontologis guru-murid dibangun atas dasar mutual recognition dan dialog sejati, pembelajaran PAI bergeser dari struktur dehumanis menuju humanis, dengan guru hadir sebagai actual being yang mengaktualisasi diri, murid diberdayakan sebagai potential being yang aktif, dan keduanya terlibat dalam transformasi bermakna menuju kedewasaan spiritual dan intelektual.ABSTRACT: This research begins from the research question: How can the ontological relation between teacher student serve as a foundation for the humanization of Islamic Religious Education (PAI) learning in Indonesia? The research objective is to systematically uncover the ontological nature of teacher and student as main actors in Islamic religious education, analyze their ontological relation, and demonstrate how this relation opens possibilities for PAI humanization. This research employs the Aristotelian ontological framework comprising the concepts of actual being, potential being, causa, telos, and energeia as the primary lens, enriched by Islamic education thought, as well as Paulo Freire's critical perspective on banking versus problemposing education, and Carl Rogers' concept of teacher as facilitator. The research findings demonstrate that the current PAI crisis is not a methodological crisis but an ontological one: teachers and students lose understanding of their nature as beings becoming. When the ontological relation between teacher and student is built on mutual recognition and genuine dialogue, PAI learning shifts from a dehumanizing structure to a humanizing one, with the teacher present as an actual being actualizing itself, the student empowered as an active potential being, and both engaged in meaningful transformation toward spiritual and intellectual maturity.