IMPLEMENTASI PENDEKATAN HUMANISTIK PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMK KARYA PEMBANGUNAN 1 PARON, NGAWI

Raissa Hasna Faustina. 23160342. Implementation of Humanistic Approach in Islamic Religious and Character Education Learning at SMK Karya Pembangunan 1 Paron, Ngawi. Thesis, Islamic Religious Education (PAI) Postgraduate Program, Muhammadiyah Ponorogo University, Supervisor: (1) Dr. AB Musyafa' Fathoni, M.Pd.I., (2) Dr. Anip Dwi Saputro, M.Pd.

Keywords: Implementation, Humanistic Approach, Islamic Religious and Character Education Learning

This study aims to provide a comprehensive picture of the application of the humanistic approach in learning PAI and Budi Pekerti at SMK Karya Pembangunan 1 Paron, Ngawi. The focus of the research includes teachers' understanding of the concept of humanistic approach, identification of learning strategies applied by teachers, and analysis of students' responses to its application. The humanistic approach is expected to improve the quality of learning by taking into account the needs and potential of students.

The research method used in this study is descriptive qualitative with data collection through interviews, observation, and documentation. Primary data were obtained from PAI and Budi Pekerti teachers, grade XI students, school principal, and vice principal for curriculum. Meanwhile, secondary data came from supporting documents, such as teaching modules and the Flow of Learning Objectives (ATP). Data analysis was conducted using the Miles, Huberman, and Saldana method, which includes the process of data collection, data reduction, data presentation, and conclusion drawing. The research subjects included teachers as learning implementers, students as learners, and principals as education managers.

The results of this study indicate that teachers' understanding of the humanistic approach in learning PAI and Budi Pekerti at SMK Karya Pembangunan 1 Paron, Ngawi is still limited to the theoretical aspects without a deep understanding of effective implementation strategies. As a result, the application of this approach in learning practices is not optimal. Although there are efforts to integrate humanistic principles in the teaching module, the application is still basic and does not fully reflect student-centered learning. The learning strategy applied by teachers is dominated by instructional methods with direct delivery of material, limiting the space for students to build independent understanding, reflect on learning experiences, and develop critical thinking skills. The lack of variety in methods also inhibits the exploration of more meaningful learning experiences. Students' responses to the implementation of the humanistic approach are mixed. Instructional methods that lack space for students to express and actively participate make some students passive, focusing more on completing tasks rather than exploring the values learned in depth. Factors such as learning habits, social interaction patterns and perceptions of the subject also influence their engagement in learning. Strategy innovation is needed to increase students' motivation and active participation.