ABRAHAM MASLOW'S THEORY AND ITS IMPLEMENTATION IN ISLAMIC RELIGIOUS EDUCATION
DOI:
https://doi.org/10.59698/swakarya.v1i2.49Keywords:
Abraham Maslow's Theory, Implementation, Islamic Religious EducationAbstract
This research aims to: 1) discuss the theories of Abraham Maslow 2) this research also discusses the implementation of Abraham Maslow's theory in Islamic religious education. This research is classified as library research. Researchers in this case conduct research using incidental means as the main instrument and analyze scientific literature in the form of journal articles, books, scientific magazines and other scientific publications related to the discussion on the theme proposed by him. The results of this study indicate that: 1) Abraham Maslow argues that humans live to fulfill their lives or needs. Needs in human life are triggered in several levels. Starting from basic needs to the highest needs. Based on Maslow's belief, the greater the value of the need to be achieved, the more serious the individual is to get it. needs that start from the most basic things include: Physiological needs, security needs, a sense of belonging and love, self-esteem, self-actualization. 2) While the Implementation of Abraham Maslow's Theory in Islamic Religious Education a teacher as a student facilitator before starting learning makes an initial plan or design. Related to methods; Providing reinforcement for something good done by students, teachers should interact well with students through small attention so that students feel "belonging". In PAI lessons, for example, giving religious assignments that are challenging, makes students boost their egos and will make them compete with each other to fulfill their egos, at this stage of self-actualization, individuals will actually develop the potential they have. The teacher as a facilitator only facilitates students to develop as they should.
References
Abidin, Z. (2020). Faktor Yang Mempengaruhi Dalam Pendidikan Islam: Paradigma, Berpikir Dan Kesisteman. Jurnal Manajemen Pendidikan Dan Ilmu Sosial, 1(2), 698-713
Abidin, Z., Kuswanto, K., & Ismawati, S. I. (2023). Education Based on Innovation and Creativity in Improving the Competitiveness of Micro, Small and Medium Enterprises. Zabags International Journal Of Engagement, 1(1), 28-34.
Abidin, Z., Kuswanto, K., & Nurdianingsih, F. (2023). Inclusive Education Learning Model for Students with Learning Difficulties. Zabags International Journal Of Education, 1(1), 19-24.
Arbayah. (2013). Humanistic Learning Model. Vol 13. No. 2.
Eka Nova Irawan, (2005). Smart Book of Thought of Psychological Figures from Classic to Modern. Yogyakarta: IRCiSoD.
Howard S. Freidman and Moiriam W. Schustackk. (2008). Personality Classical Theory and Modern Research. Jakarta: Erlangga.
Ikhlas, M., Kuswanto, K., & Hartina, S. (2021). Do motivation, self-regulation, and interest predict student performance in physics? A case study in one of Indonesian rural high school. International Journal of Teaching and Case Studies, 12(4), 332-354.
Ikhlas, M., Kuswanto, K., Sakunti, S. R., Debi, M. R., & Collantes, L. M. (2021). A Sequential Explanatory Investigation in using ICTs on Arabic Language and Islamic Values Education: Teacher-Students Perspective. Indonesian Journal on Learning and Advanced Education (IJOLAE), 3(3), 153-167.
Insani, F. D. (2019). Abraham Maslow and Carl Rogers' Humanistic Learning Theory and Its Implication in Islamic Education Learning. As-Salam: Journal of Islamic Law & Education Studies, 8(2).
Iskandar. (2016). Implementation of Abraham Maslow's Hierarchy of Needs Theory towards Improving Librarian Performance. Vol. 4 No. 1
Ivancevich et al. (2006). Organizational Behavior and Management. Semarang: Erlangga, Jhon W. Santrock (2009). Educational Psychology.Jakarta: Salemba Humanika.
Komara, Endang. (2014). Learning and Interactive Learning.Bandung: PT Refrika Aditama.
Maison, M., Darmaji, D., Kurniawan, D. A., Astalini, A., Kuswanto, K., & Ningsi, A. P. (2021). Correlation of science process skills on critical thinking skills in junior high school in Jambi City. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 11(1), 29-38.
Maslow, Abraham. (1970). Motivation and Personality. Harper & Row
Musthofa, M. A., & Ali, H. (2021). Faktor yang mempengaruhi berpikir kritis dalam pendidikan Islam di Indonesia: Kesisteman, tradisi, budaya. Jurnal Ilmu Manajemen Terapan, 3(1), 1-19.
Qodir, Abd. (2017). Humanistic Learning Theory in Improving Student Learning Achievement. Journal of Pedagogics 4, no. 2.
Sardiman. (2005). Interaction and Motivation for Teaching and Learning. Jakarta: PT Raja Grafindo
Solissa, E. M., Utomo, U., Kadarsih, S., Djaja, D. K., Pahmi, P., & Sitopu, J. W. (2023). Strategi Penguatan Pendidikan Karakter Pada Tingkat Slta Melalui Model Pembelajaran Project Based Learning. Jurnal Review Pendidikan Dan Pengajaran (Jrpp), 6(3), 757-765.
Suharsimi Arikunto. (2019). research procedures a practical approach. Jakarta: PT Rineka Cipta.
Sumantri, B. A., & Ahmad, N. (2019). Humanistic Learning Theory and its Implications for Islamic Religious Education Learning. Fondatia, 3(2).
Susanto, N. H., & Lestari, C. (2018). Problematics of Islamic Education in Indonesia: Exploration of Abraham Maslow and David McClelland's Motivation Theory. Edukasia Islamika.
Susilo, Yan K (2009). Learning principles in humanistic psychology and its relevance to the learning approach of Islamic religious education. Yogyakarta: Faculty of Tarbiyah UIN Suka.
Syamsidah, S., & Hamidah, H. (2018). Problem Based Learning Model Book. Deepublish, 1(1), 1-102.
Wandi, W., Musthofa, M. A., & Yatima, K. (2019). MENELAAH KEMBALI GAGASAN PEMIKIRAN DAN PERJUANGAN AHMAD SYAFII MAARIF JALAN TENGAH KEBERAGAMAN. KERATON: Journal of History Education and Culture, 1(2).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Emi Bahrul Munif, Prehanto
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
