The Influence of Humanistic Learning Theory and Holistic Education Theory on the Quality of Student Learning Outcomes at Jembulwunut Elementary School in the Digital Era
DOI:
https://doi.org/10.5555/ijosmas.v6i3.481Keywords:
Humanistic Learning Theory, Holistic Education Theory, Quality of Learning Outcomes; Jembulwunut Elementary School StudentsAbstract
The purpose of this study was to analyze the influence of humanistic learning theory on the quality of student learning outcomes, to analyze the influence of holistic education theory on the quality of student learning outcomes. This research method is a quantitative method with a survey, the population of this study were all teachers at Jembulwunut Elementary School and the respondents were 10 teachers selected using simple random sampling. The research data were obtained by distributing online questionnaires via Google Form, the questionnaire was designed to contain statement items with a Likert scale of 1 to 5. The data analysis of this study used SmartPLS software, the stages of data analysis were validity testing, reliability testing and hypothesis testing. The independent variables in this study are Humanistic Learning Theory and Holistic Education Theory, while the dependent variable is the quality of student learning outcomes. The results showed that Humanistic Learning Theory has a positive and significant relationship with the quality of student learning outcomes at Jembulwunut Elementary School and Holistic Education Theory has a positive and significant relationship with the quality of student learning outcomes at Jembulwunut Elementary School. The approach to educational philosophy and humanistic learning theory has a strategic role in improving the quality of education in the digital era. humanistic and holistic approaches can also be applied in digital-based curricula. For example, project-based learning integrated with technology can be designed to develop digital-age skills such as critical thinking, creativity, and collaboration.
Downloads
References
Chasanah, M., & Ningsih, T. (2023). Pendidikan Humanis dalam Interaksi Edukatif dan Praktik Edukatif di MI Negeri 1 Banyumas. J-PGMI: Jurnal Pendidikan Guru MI, 6(2), 119-130.
Handayani, I. P., & Hamami, T. (2022). Pendekatan humanistik dalam pengembangan kurikulum pendidikan agama Islam pada KMA 183 tahun 2019. Tarbiyatuna Kajian Pendidikan Islam, 6(2), 244-260.
Herawati, H., & Tati, E. (2024). Implementasi Pendekatan Humanistik Pada Materi Pendidikan Agama Islam Melalui Kurikulum Merdeka di SDN Sukaraja I. Journal of Comprehensive Science (JCS), 3(6).
Nugroho, C. M. R., & Darmawan, P. (2024). Implementasi pembelajaran berdiferensiasi dalam perspektif teori belajar humanistik pada sekolah dasar: Studi literatur. Journal of Innovation and Teacher Professionalism, 2(3), 282-290.
Noviarini, N. P., Suarni, N. K., & Margunayasa, I. G. (2024). Dampak Teknologi sebagai Dasar Pengembangan Media Pembelajaran terhadap Prestasi Siswa Ditinjau dari Teori Belajar Humanistik. Ideguru: Jurnal Karya Ilmiah Guru, 9(1), 425-431.
Novitasari, N. (2018). Model Pembelajaran Holistic Pada Mata Pelajaran Pendidikan Agama Islam Di SMA Islamic International Boarding School Al-Izzah Batu. Al Hikmah: Jurnal Studi Keislaman, 8(1), 9-23.
Rudge, L. T. (2016). Holistic pedagogy in public schools: A case study of three alternative schools. Other education: The journal of educational alternatives, 5(2), 169-195.
Safitri, U., & Gistituati, N. (2024). Penerapan Kurikulum Merdeka Berdasarkan Teori Belajar Humanisme di Pendidikan Dasar. Mitra PGMI: Jurnal Kependidikan MI, 10(1), 116-126.
Santika, D. G. A. W., Suarni, N. K., & Margunayasa, I. G. (2025). Implementasi Teori Belajar Humanistik terhadap Optimalisasi Hasil Belajar IPA di Sekolah Dasar. Jurnal Ilmiah Universitas Batanghari Jambi, 25(1), 554-559.
Syafei, I. (2023). Implikasi teori belajar humanisme terhadap pembelajaran bahasa arab/implications of humanistic learning theory on arabic language learning. Loghat Arabi: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab, 4(2), 331-360.
Shodikun, S., Zaduqisti, E., & Subhi, M. R. I. (2023). Implementasi Pembelajaran Humanisme dalam pembelajaran Pendidikan agama islam di era modern. Muaddib: Jurnal Pendidikan Agama Islam, 1(1), 13-21.
Syarifuddin, S. (2022). Teori Humanistik Dan Aplikasinya Dalam Pembelajaran Di Sekolah. Tajdid: Jurnal Pemikiran Keislaman Dan Kemanusiaan, 6(1), 106-122.
Umam, M. C. (2019). Implementasi Teori Belajar Humanistik Carl R. Rogers Pada Pembelajaran Pendidikan Agama Islam. Tadrib: Jurnal Pendidikan Agama Islam, 5(2), 247-264.
Wahyudin, Y. (2009). Teori Belajar Humanistik Carl Ransom Rogers dan Implikasinya terhadap Metode Pembelajaran Pendidikan Agama Islam. UIN Sunan Kalijaga Yogyakarta.
Widianto, T., & Fauzi, A. (2025). Implementasi Teori Humanistik Terintegrasi Pembelajaran Berdiferensiasi Pada Siswa Kelas 1. Mandalika: Jurnal Ilmu Pendidikan dan Bahasa, 3(1), 67-76.
Yusuf, R., Suastra, I. W., Atmaja, A. W. T., & Tika, I. N. (2025). Pendekatan Filsafat Pendidikan dan Teori Belajar Humanistik dalam Meningkatkan Kualitas Pendidikan Holistik di Era Digital. Journal Scientific of Mandalika (JSM) e-ISSN 2745-5955| p-ISSN 2809-0543, 6(2), 291-295.
Zamzami, A. N., & Putri, D. T. (2024). Relevansi Teori Belajar Humanistik Carl Rogers dalam Pendidikan Karakter Perspektif Islam: The Relevance of Carl Rogers' Humanistic Learning Theory in Islamic Perspective Character Education. Thawalib: Jurnal Kependidikan Islam, 5(2), 311-332.
