Teori Belajar Humanistik Carl Rogers dalam Pembelajaran Pendidikan Agama Islam yang Inklusif dan Dialogis

Nur Itsnaini; Mukh. Nursikin

doi:10.59698/afeksi.v7i6.1034

Authors

Nur Itsnaini UIN Salatiga, Indonesia
Mukh. Nursikin UIN Salatiga, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i6.1034

Keywords:

Carl Rogers' Humanism, Pendidikan Agama Islam, Pembelajaran Dialogis, Pedagogi Inklusif, Relasi Guru dan Peserta Didik

Abstract

Pembelajaran Pendidikan Agama Islam (PAI) memerlukan ruang untuk memahami ajaran sekaligus menguji pertanyaan peserta didik secara bertanggung jawab. Artikel ini mengembangkan kerangka konseptual untuk menerapkan pendekatan berpusat pada pribadi Carl Rogers dalam pembelajaran PAI yang inklusif dan dialogis. Metodenya adalah tinjauan pustaka integratif terhadap artikel tentang relasi pendidik–peserta didik, dukungan otonomi, dialog kelas, pedagogi inklusif, asesmen formatif, dan pendidikan Islam. Sintesis tematik menghasilkan tiga prinsip relasional: keaslian guru, penerimaan terhadap martabat peserta didik, dan pemahaman empatik. Prinsip tersebut diterjemahkan menjadi praktik mendengar pertanyaan tanpa mempermalukan, memandu dialog berbasis sumber keagamaan, memberi penyangga belajar yang berbeda sesuai kebutuhan, dan menggunakan umpan balik formatif. Artikel ini menegaskan bahwa penerimaan terhadap pribadi peserta didik tidak berarti menganggap semua argumen keagamaan sama kuat; guru tetap bertanggung jawab atas ketepatan materi dan etika diskusi. Kerangka ini merupakan proposisi pedagogis yang memerlukan pengujian empiris dalam konteks sekolah dan jenjang yang berbeda.

References

Alexander, R. (2018). Developing dialogic teaching: Genesis, process, trial. Research Papers in Education, 33(5), 561–598. https://doi.org/10.1080/02671522.2018.1481140

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cornelius-White, J. (2007). Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. https://doi.org/10.1037/0022-0663.95.1.148

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Halstead, J. M. (2004). An Islamic concept of education. Comparative Education, 40(4), 517–529. https://doi.org/10.1080/0305006042000284510

Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–student dialogue during classroom teaching: Does it really impact on student outcomes? Journal of the Learning Sciences, 28(4–5), 462–512. https://doi.org/10.1080/10508406.2019.1573730

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682

Memon, N. (2011). What Islamic school teachers want: Towards developing an Islamic teacher education programme. British Journal of Religious Education, 33(3), 285–298. https://doi.org/10.1080/01416200.2011.595912

Muadzin, A. (2021). Konsepsi peran guru sebagai fasilitator dan motivator dalam proses pembelajaran pendidikan agama Islam. Jurnal Pendidikan Islam, 7(2), 171–186. https://doi.org/10.37286/ojs.v7i2.102

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090

Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225–236. https://doi.org/10.1086/501484

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990

Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209

Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95–103. https://doi.org/10.1037/h0045357

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), Article 335. https://doi.org/10.3390/rel9110335

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. https://doi.org/10.1037/0022-0663.89.3.411

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001