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Amaliyatu Tadris (AMYTA)
Published by Institut Agama Islam Uluwiyah Mojokerto
ISSN : -     EISSN : 29649226     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Amaliyatu Tadris meliputi :1. Metodologi Pembelajaran, 2. Strategi Pembelajaran, 3. Penelitian Tindakan Kelas, 4. Literasi Media Pembelajaran. 6. Pengembangan Kurikulum, 7. Evaluasi Pembelajaran, 8. Pengembangan Profesi Guru, 9. Integrasi Teknologi dalam Pendidikan.
Arjuna Subject : Umum - Umum
Articles 75 Documents
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Hubungan Disiplin Kelas dan Motivasi Belajar Peserta Didik dalam Proses Pembelajaran Aulia Afifayanti, Nada; Nasruddin, Nasruddin; Sitatul Mar’ah, Azmi; Zulihi, Zulihi; Maryati, Sulis; Kahfi, Sahibul
Amaliyatu Tadris (AMYTA) Vol. 4 No. 2 (2026): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/fcgmtf02

Abstract

Tujuan kajian ini adalah menganalisis peran motivasi dan disiplin belajar dalam mengatasi hambatan perilaku peserta didik guna meningkatkan kualitas pembelajaran. Penelitian ini menggunakan metode kualitatif deskriptif-analitis berbasis studi pustaka terhadap buku dan jurnal ilmiah terbitan sepuluh tahun terakhir dengan mensinergikan temuan empiris serta teori Maslow. Hasil Penelitian menunjukkan bahwa (1) Disiplin berfungsi sebagai regulator perilaku dan kontrol diri siswa; (2) Motivasi berperan sebagai motor penggerak (internal drive) yang menentukan intensitas keterlibatan akademik; (3) Terdapat hubungan timbal balik (reciprocal) di mana motivasi memicu kedisiplinan, sementara disiplin menjaga stabilitas motivasi. Sinergi keduanya terbukti secara signifikan meningkatkan hasil belajar.  The purpose of this study is to analyze the role of motivation and learning discipline in overcoming students’ behavioral barriers in order to improve the quality of learning. This research employs a descriptive–analytical qualitative method based on a literature review of books and scientific journals published over the last ten years, integrating empirical findings with Maslow’s theory. The results indicate that: (1) discipline functions as a regulator of behavior and a mechanism of students’ self-control; (2) motivation acts as a driving force (internal drive) that determines the intensity of academic engagement; and (3) there is a reciprocal relationship in which motivation stimulates discipline, while discipline maintains the stability of motivation. The synergy between the two is proven to significantly enhance learning outcomes.  
Manajemen Mutu Pendidikan Islam Dalam Perspektif Hasan Langgulung A.Nizar
Amaliyatu Tadris (AMYTA) Vol. 4 No. 1 (2025): Agustus
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/g74dhf90

Abstract

Studi penelitian ini mengkaji tentang kurangnya Mutu Pendidikan Islam dalam berbagai persoalan pendidikan secara umum. Maka Peneliti ini akan mengulas bagaimana Manajemen Mutu Pendidikan Islam Dalam Perspektif Hasan Langgulung. Proses pengumpulan data dilakukan dengan secara alamiyah yang Sumber penelitian ini akan difokuskan pada data-data primer yang merupakan karya Hasan Langgulung. Hasil analisis memunculkan 3 tema yang dibahas disini : Mutu Pendidikan Guru, Mutu Sistem Pendidikan Islam, Peranan Orang Tua Terhadap Mutu Pendidikan Islam. Kajian tentang ketiga tema tersebut sangat berguna untuk meningkatkan Manajemen Mutu Pendidikan Islam This Study examines the lack of quality of Islamic education in a variety of education issues in general. Then this researcher will review how quality management of Islamic education in the perspective of Hasan Langgenger. The process of data collection is done by Naturally that the source of This research will be focused on the primary data that is the work of a Hasan Langgulung. Analysis results bring up the 3 themes discussed here: The quality of teacher education, the quality of Islamic education system, the role of parents on the quality of Islamic education. The study of the three themes is very useful to improve the quality management of Islamic education.
Pengaruh Pembelajaran Menggunakan Video Animasi Singkat terhadap Tingkat Pemahaman Sistem IPAL melalui Representasi Ekspresi Visual Subaibi, Mohammad Fadilah; Anggraini, Novia
Amaliyatu Tadris (AMYTA) Vol. 4 No. 1 (2025): Agustus
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/zm937j71

Abstract

Students’ understanding of the Wastewater Treatment Plant (WWTP) system faces challenges due to limited visualization and the static nature of instructional materials. One approach to addressing this issue is the use of short animated video–based learning media. This study aims to analyze the role of short animated videos in supporting students’ understanding of the WWTP system, both in terms of verbal comprehension and visual representation. This research employed a qualitative descriptive method with two types of analysis: interview analysis and analysis of students’ visual representations. Data were collected through structured interviews with students and an analysis of WWTP system drawings created before and after instruction using short animated videos. Data analysis was conducted using coding techniques that included understanding of system operation, comprehension of process flow, acquisition of conceptual knowledge, and perceptions of media effectiveness. The results indicate that short animated videos help students understand the operational mechanisms and process flow of the WWTP system in a coherent and functional manner. In addition, students demonstrated increased conceptual knowledge, as reflected in the completeness and accuracy of the visual representations they produced. Students’ perceptions of the short animated videos also suggest that this medium is considered effective and easy to understand in supporting learning about the WWTP system. Therefore, short animated videos have the potential to serve as an effective learning medium for enhancing understanding of complex engineering systems. Pemahaman mahasiswa terhadap sistem Instalasi Pengolahan Air Limbah (IPAL) menghadapi kendala akibat keterbatasan visualisasi dan penyajian materi yang bersifat statis. Salah satu pendekatan yang dapat digunakan untuk mengatasi permasalahan tersebut adalah pemanfaatan media pembelajaran berbasis video animasi singkat. Penelitian ini bertujuan untuk menganalisis peran video animasi singkat dalam membantu pemahaman mahasiswa terhadap sistem IPAL dari aspek pemahaman verbal maupun representasi visual. Penelitian ini menggunakan metode deskriptif kualitatif dengan dua jenis analisis, yaitu analisis hasil wawancara dan analisis representasi visual mahasiswa. Data diperoleh melalui wawancara terstruktur terhadap mahasiswa serta analisis gambar sistem IPAL yang dibuat sebelum dan sesudah pembelajaran menggunakan video animasi singkat. Analisis data dilakukan dengan teknik koding yang mencakup pemahaman cara kerja sistem, pemahaman alur proses, penambahan pengetahuan konseptual, dan persepsi efektivitas media. Hasil penelitian menunjukkan bahwa video animasi singkat membantu mahasiswa memahami cara kerja dan alur proses sistem IPAL secara runtut dan fungsional. Selain itu, mahasiswa menunjukkan penambahan pengetahuan konseptual yang tercermin dari kelengkapan dan ketepatan representasi visual yang dihasilkan. Persepsi mahasiswa terhadap video animasi singkat juga menunjukkan bahwa media ini dinilai efektif dan mudah dipahami dalam mendukung pembelajaran sistem IPAL. Video animasi singkat berpotensi menjadi media pembelajaran yang efektif untuk membantu pemahaman sistem teknik yang bersifat kompleks. 
Penerapan Pendekatan Saintifik untuk Meningkatkan Pemahaman Konsep dan Praktik Sholat Jumat Khoirul Magfiroh, inayatu
Amaliyatu Tadris (AMYTA) Vol. 4 No. 1 (2025): Agustus
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/vtjrek34

Abstract

The low level of conceptual understanding and practical performance of Friday Prayer (Ṣalāt al-Jumu‘ah) among third-grade students presents a challenge in Fiqh instruction, which requires mastery of cognitive as well as psychomotor and affective domains. This study aims to improve students’ conceptual understanding and practical implementation of Friday Prayer through the application of a scientific approach in Fiqh learning. The research employed a Classroom Action Research (CAR) design, conducted cyclically through the stages of planning, action implementation, observation, and reflection. The scientific approach was applied through activities of observing, questioning, collecting information, reasoning, and communicating the material on Friday Prayer in a contextual and participatory manner. Research data were obtained from learning activities, teachers’ reflective notes, as well as the responses and engagement of third-grade students at MI Mambaul Ulum Terik, Sidoarjo, during the implementation of the actions. The research subjects were students in the Fiqh subject at a faith-based educational institution, which served as the research setting. The expected findings indicate that the implementation of the scientific approach can enhance the quality of the Fiqh learning process, strengthen students’ conceptual understanding, and develop meaningful and sustainable practical skills in performing Friday Prayer, thereby contributing to impactful learning. Rendahnya pemahaman konsep dan praktik Sholat Jumat pada peserta didik kelas tiga menjadi tantangan dalam pembelajaran Fiqih yang menuntut penguasaan aspek kognitif sekaligus psikomotorik dan afektif. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep dan praktik Sholat Jumat melalui penerapan pendekatan saintifik dalam pembelajaran Fiqih. Penelitian menggunakan desain Penelitian Tindakan Kelas (PTK) dengan tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi yang dilaksanakan secara siklikal. Pendekatan saintifik diterapkan melalui aktivitas mengamati, menanya, mengumpulkan informasi, menalar, dan mengomunikasikan materi Sholat Jumat secara kontekstual dan partisipatif. Sumber data penelitian diperoleh dari aktivitas pembelajaran, hasil refleksi guru, serta respons dan keterlibatan peserta didik kelas tiga di MI Mambaul Ulum Terik Sidoarjo, selama proses tindakan berlangsung. Objek penelitian adalah peserta didik pada mata pelajaran Fiqih di satuan pendidikan menengah berbasis keagamaan sebagai lokus riset. Arah temuan penelitian diharapkan menunjukkan bahwa penerapan pendekatan saintifik mampu meningkatkan kualitas proses pembelajaran Fiqih, memperkuat pemahaman konseptual, serta mengembangkan kemampuan praktik ibadah Sholat Jumat secara bermakna dan berkelanjutan, sehingga berkontribusi pada penguatan pembelajaran berdampak.
Metodologi Pembelajaran Pendidikan Agama Islam (PAI) Berbasis Ontologi: Integrasi Tarbiyah, Ta’lim, dan Ta’dib Irmawansah, Ika; mariatus solikah, Dewi
Amaliyatu Tadris (AMYTA) Vol. 4 No. 2 (2026): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/hva0x186

Abstract

Islamic Religious Education (PAI) is currently facing a paradigmatic crisis due to the dominance of pragmatism and technocratism in modern education. These paradigms reduce PAI learning to an instrumental activity oriented toward cognitive achievement, administrative indicators, and procedural efficiency, thereby neglecting the reflective, ethical, and spiritual dimensions that constitute the core of Islamic education. This article aims to reconstruct the methodology of PAI learning by grounding it in the ontological foundation of Islamic education through the integration of the concepts of tarbiyah, ta‘lim, and ta’dib. This study employs a qualitative approach using library research and is analyzed through a philosophical-critical perspective. The findings indicate that the dominance of pragmatism and technocratism is rooted in an immanent and reductionistic ontology that marginalizes the inner and transcendent dimensions of the human being. As an alternative, the ontology of Islamic education positions humans as moral and spiritual subjects who develop holistically. The integration of tarbiyah as a process of nurturing human potential, ta‘lim as the development of reflective reasoning and Islamic literacy, and ta’dib as an ethical orientation toward the formation of adab, constructs a dialogical, reflective, and emancipatory methodological framework for PAI learning. Pembelajaran Pendidikan Agama Islam (PAI) menghadapi krisis paradigmatik akibat dominasi pragmatisme dan teknokratisme pendidikan modern. Kedua paradigma tersebut mereduksi pembelajaran PAI menjadi aktivitas instrumental yang berorientasi pada capaian kognitif, indikator administratif, dan efisiensi prosedural, sehingga mengabaikan dimensi reflektif, etis, dan spiritual yang merupakan inti pendidikan Islam. Artikel ini bertujuan merekonstruksi metodologi pembelajaran PAI dengan bertolak dari landasan ontologis pendidikan Islam melalui integrasi konsep tarbiyah, ta‘lim, dan ta’dib. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research) dan dianalisis menggunakan pendekatan filosofis-kritis. Hasil kajian menunjukkan bahwa dominasi pragmatisme dan teknokratisme berakar pada ontologi imanen dan reduksionistik yang menyingkirkan dimensi batin dan transenden manusia. Sebagai alternatif, ontologi pendidikan Islam menempatkan manusia sebagai subjek moral dan spiritual yang berkembang secara holistik. Integrasi tarbiyah sebagai proses penumbuhan potensi insani, ta‘lim sebagai pengembangan nalar dan literasi keislaman yang reflektif, serta ta’dib sebagai orientasi etis pembentukan adab, membentuk kerangka metodologis pembelajaran PAI yang dialogis, reflektif, dan emansipatoris.
Pembelajaran Digital Berbasis Quizizz dan Implikasinya terhadap Kenyamanan Belajar Siswa Berkebutuhan Khusus” Rinda, Rinda
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/s5hqsp25

Abstract

Perkembangan pembelajaran digital menghadirkan peluang baru dalam menciptakan proses belajar yang lebih humanis dan inklusif, khususnya bagi siswa berkebutuhan khusus. Kenyamanan belajar menjadi aspek penting dalam pendidikan khusus karena sangat memengaruhi keterlibatan, motivasi, dan keberlanjutan proses belajar. Namun, sebagian besar kajian tentang pembelajaran digital masih berfokus pada aspek efektivitas atau hasil belajar, sementara implikasinya terhadap kenyamanan belajar siswa berkebutuhan khusus belum banyak dikaji secara mendalam. Artikel ini bertujuan untuk mengkaji implikasi pembelajaran digital berbasis Quizizz terhadap kenyamanan belajar siswa berkebutuhan khusus. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan menitikberatkan pada praktik pembelajaran dan pengalaman belajar siswa dalam konteks pendidikan khusus. Data diperoleh melalui observasi pembelajaran, dokumentasi, serta refleksi pendidik terhadap proses penggunaan Quizizz dalam kegiatan belajar. Hasil kajian menunjukkan bahwa pembelajaran digital berbasis Quizizz berimplikasi positif terhadap kenyamanan belajar siswa berkebutuhan khusus. Penggunaan media digital yang interaktif, visual, dan fleksibel membantu menciptakan suasana belajar lebih aman, menyenangkan, serta mengurangi tekanan emosional dalam proses pembelajaran. Selain itu, peran pendidik dalam mengelola pembelajaran secara adaptif menjadi faktor kunci dalam memaksimalkan nilai humanis dari pembelajaran digital. Temuan ini menegaskan bahwa pembelajaran digital tidak hanya berfungsi sebagai sarana teknis, tetapi juga sebagai pendekatan pedagogis yang mendukung kenyamanan dan kebermaknaan belajar siswa berkebutuhan khusus.
Artificial Intelligence sebagai Media Komunikasi Edukatif dalam Interaksi Pembelajaran Pendidikan Agama Islam di Madrasah Aliyah Faiqotul Isma Dwi Utami
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/8br40p45

Abstract

This study aims to examine the role of Artificial Intelligence (AI) as an educational communication medium in the interaction of Islamic Religious Education (IRE) learning at MA Darul Ma’arif. The research employed a qualitative approach using a case study design. Data were collected through classroom observations, in-depth interviews with IRE teachers and students, and analysis of relevant instructional documents. The findings indicate that AI is utilized by students as a supportive communication medium to enhance their understanding of Islamic learning materials, particularly in clarifying religious concepts, expanding learning resources, and facilitating self-directed learning. The integration of AI contributes to more dialogical and reflective learning interactions, encouraging students to actively engage in meaning-making processes related to Islamic teachings. However, the study also reveals that the teacher’s role remains essential in maintaining the accuracy, contextualization, and normative values of Islamic knowledge to prevent misconceptions. From a theoretical perspective, this study extends the application of Computer-Mediated Communication (CMC) theory within the context of Islamic education by demonstrating that AI functions not merely as a learning technology, but as a communication medium that mediates interaction, interpretation, and religious meaning construction. The findings offer important implications for the development of adaptive, critical, and value-based digital learning models in Islamic Religious Education.
Implementasi Pendidikan Agama Islam Bagi Peserta Didik Non Muslim di SMKS YPKP TIK Sentani Iriani, Nur
Amaliyatu Tadris (AMYTA) Vol. 4 No. 2 (2026): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/c7n7cd17

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi, hambatan, serta dampak pembelajaran Pendidikan Agama Islam (PAI) bagi peserta didik non muslim di SMKS YPKP TIK Sentani. Menggunakan pendekatan kualitatif deskriptif dengan desain penelitian lapangan (field research), data dikumpulkan melalui wawancara mendalam, observasi partisipan, dan studi dokumentasi. Subjek penelitian meliputi guru PAI, peserta didik non muslim, dan manajemen sekolah. Analisis data dilakukan menggunakan model Miles dan Huberman: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi PAI diwajibkan bagi seluruh peserta didik tanpa memandang agama, sesuai kebijakan yayasan. Guru berupaya berhati-hati dalam penyampaian materi, namun proses pembelajaran masih cenderung eksklusif pada standar teologis Islam (rukun iman, fiqh) tanpa adaptasi signifikan bagi kebutuhan non muslim. Akibatnya, peserta didik non muslim cenderung pasif, mengalami keterputusan psikologis, dan kebingungan identitas agama. Penelitian ini mengidentifikasi kurangnya pelatihan pedagogi multikultural bagi guru dan kurikulum yang kaku sebagai hambatan utama. Direkomendasikan adanya rekonstruksi kurikulum menuju pedagogi lintas iman (interfaith pedagogy) yang menekankan nilai universal untuk membangun toleransi yang autentik. This study aims to analyze the implementation, challenges, and impacts of Islamic Religious Education (PAI) learning for non-Muslim students at SMKS YPKP TIK Sentani. Employing a descriptive qualitative approach with a field research design, data were collected through in-depth interviews, participant observation, and documentation study. The research subjects included PAI teachers, non-Muslim students, and school management. Data analysis was conducted using the Miles and Huberman model: data reduction, data display, and conclusion drawing. The findings reveal that PAI is mandatory for all students regardless of religious background, in accordance with the foundation’s policy. Teachers attempt to exercise caution in delivering the material; however, the learning process remains predominantly exclusive to Islamic theological standards (such as the pillars of faith and fiqh) without significant adaptation to the needs of non-Muslim students. As a result, non-Muslim students tend to be passive, experience psychological disengagement, and face religious identity confusion.The study identifies the lack of multicultural pedagogical training for teachers and a rigid curriculum as the main obstacles. It recommends curriculum reconstruction toward an interfaith pedagogy that emphasizes universal values to foster authentic tolerance
The Impact of Gamified Learning on Students' Motivation in the EFL Context: Case Study at LKP Uswahedu Global Linguists Achmad Zainudin
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/brq9bv28

Abstract

Abstract This study investigated the impact of gamified learning on students’ motivation and English language ability in an EFL context at LKP Uswahedu Global Linguists. A pre-experimental one-group pretest–posttest design was employed involving 20 students. Gamified learning activities were implemented before formal learning sessions to create a fun and engaging learning atmosphere and to promote social interaction among students. Students’ motivation was measured using a questionnaire administered before and after the treatment, while their English language ability was assessed through pretest and posttest measures. The data were analyzed using descriptive statistics and a paired-samples t-test. The findings revealed a statistically significant increase in students’ motivation after the implementation of gamified learning, as indicated by an increase in the mean score from 64.75 to 78.35 (p < .05). However, the results showed no highly significant improvement in students’ English language ability. This suggests that although gamified learning effectively enhances students’ motivation and positive attitudes toward learning English, it does not automatically lead to substantial gains in language proficiency. Several factors may explain this finding, including students’ greater focus on game mechanics than on learning content, limited alignment between game design and learning objectives, and insufficient reflection and feedback after gameplay. This study contributes to the existing literature by providing evidence from a non-formal EFL context and by positioning gamified learning as a motivational tool rather than a stand-alone instructional method. The findings imply that teachers need to design more educationally meaningful games that clearly embed learning objectives and provide adequate opportunities for meaningful language practice and feedback. Future research is recommended to employ more rigorous experimental designs and longer interventions to examine the long-term effects of gamification on language development. Keywords: gamified learning; EFL; student motivation; language proficiency; non-formal education
Pendekatan Humanistik Dalam Pendidikan Anak Usia Dini: Membangun Pembelajaran Yang Berpusat Pada Kemanusiaan Dan Potensi Fitrah Anak hamidah, Husnul Hamidah
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/estkhr40

Abstract

Pendidikan anak usia dini merupakan fondasi krusial dalam membentuk karakter dan potensi anak. Penelitian ini mengkaji implementasi pendekatan humanistik dalam pendidikan anak usia dini yang terintegrasi dengan nilai-nilai keislaman, dengan fokus pada pembelajaran berpusat anak yang menghormati fitrah dan keunikan setiap individu. Menggunakan metode kajian literatur, penelitian ini menganalisis berbagai sumber ilmiah dari tahun 2020-2025 mengenai prinsip-prinsip humanistik dalam pendidikan anak usia dini. Temuan menunjukkan bahwa pendekatan humanistik mengutamakan perkembangan holistik yang mencakup dimensi emosional, sosial, kognitif, dan spiritual. Pendidik berfungsi sebagai fasilitator yang menciptakan lingkungan belajar yang mendukung, bukan sebagai instruktur yang otoriter. Integrasi nilai humanistik dengan pedagogis Islam menciptakan kerangka pendidikan yang membentuk anak menjadi manusia seutuhnya (insan kamil) yang menyatukan ilmu, iman, dan akhlak mulia. Penelitian ini merekomendasikan agar lembaga pendidikan anak usia dini mengadopsi metodologi berpusat anak, memberikan pelatihan kepada pendidik mengenai pendekatan humanistik, dan menetapkan sistem penilaian yang menghargai kemajuan perkembangan individual daripada hanya standar tertentu Early childhood education is a critical foundation in shaping the character and potential of children. This study examines the implementation of humanistic approaches in early childhood education within the context of Islamic values, emphasizing child-centered learning that respects the fitrah (innate nature) and unique potential of each child. Using a literature review methodology, this research analyzes various scholarly sources from 2020-2025 regarding humanistic principles in early childhood education. The findings reveal that humanistic approaches prioritize holistic development encompassing emotional, social, cognitive, and spiritual dimensions. Teachers function as facilitators who cultivate a supportive learning environment rather than authoritarian instructors. The integration of humanistic values with Islamic pedagogy creates an educational framework that nurtures children to become fully actualized human beings (insan kamil) who embody knowledge, faith, and noble character. This study recommends that early childhood institutions adopt child-centered methodologies, provide educators with training in humanistic approaches, and establish assessment systems that honor individual developmental progress rather than standardized benchmarks alone.

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