Implementation of Humanistic Learning Theory in Differentiated Learning

Barrotut Taqiyyah (Universitas Nahdlatul Ulama Sunan Giri)
Maghfiroh (Universitas Nahdlatul Ulama Sunan Giri)
Siti Ismiatus Su’adah (Universitas Nahdlatul Ulama Sunan Giri)
Diajeng Fatimatus Zahro (Universitas Nahdlatul Ulama Sunan Giri)
Alfan Nasrulloh (Universitas Nahdlatul Ulama Sunan Giri)
Nur Aini Dwi Arum (Universitas Nahdlatul Ulama Sunan Giri)
Siti Jamilatul Mutmainnah (Universitas Nahdlatul Ulama Sunan Giri)
Putri Isnawati (Universitas Nahdlatul Ulama Sunan Giri)
Ifa Risma (Universitas Nahdlatul Ulama Sunan Giri)
Jihan Herawati Ananda Putri (Universitas Nahdlatul Ulama Sunan Giri)
Henifa Izah (Universitas Nahdlatul Ulama Sunan Giri)
Muhammad Romadlon Habibullah (Universitas Nahdlatul Ulama Sunan Giri)

JPLED
Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)

This study aims to examine how humanistic learning theory is implemented in differentiated learning at MI Azzahro Bojonegoro. Humanistic theory emphasizes the development of individual potential optimally through a personal, empathetic, and learner-centered approach. In the world of education, this approach is in line with the principle of differentiated learning that accommodates the different learning needs of students. By using descriptive qualitative methods, data were obtained through observation, interviews, and documentation. The results show that the application of a humanistic approach in differentiated learning can increase motivation, learning independence, and active participation of students in the learning process.