TEORI BELAJAR HUMANISTIK DALAM PENELITIAN KUALITATIF

Summary

The speaker presents the concept of humanistic learning theory within the context of qualitative research, emphasizing its holistic nature. The theory focuses on understanding and developing the intellectual, emotional, social, and spiritual aspects of students. Key figures in humanistic education, such as Carl Rogers, Arthur W. Combs, and Abraham Maslow, are discussed, highlighting their views on the importance of self-actualization, motivation, and the role of teachers as facilitators. The speaker then links the theory to their research on developing students' potential in a pesantren (Islamic boarding school), underlining the unique qualities each student brings to the learning process.

Takeaways

• 😀 The presentation focuses on humanistic learning theory in qualitative research, particularly its application in a pesantren (Islamic boarding school).
• 😀 Humanistic theory emphasizes the idea that learning should center on the individual and promote personal growth, understanding, and self-actualization.
• 😀 The speaker highlights three key figures in humanistic learning theory: Carl Rogers, Arthur W. Combs, and Abraham Maslow.
• 😀 According to Carl Rogers, meaningful learning happens when both intellectual and emotional aspects are involved, and teachers act as facilitators.
• 😀 Rogers argues that learning becomes meaningful when it resonates with the student’s feelings and thoughts, and becomes irrelevant when it doesn't involve emotional engagement.
• 😀 Arthur W. Combs stresses the importance of students' perceptions and relevance of the material, and the teacher's role in creating an environment conducive to learning.
• 😀 Combs also believes that the role of the teacher is to help students explore their needs and potential, allowing them to actualize themselves.
• 😀 Abraham Maslow’s hierarchy of needs is referenced in the context of humanistic learning, where physiological, safety, love, esteem, and self-actualization needs are essential for effective learning.
• 😀 In Maslow’s view, motivation for learning is tied to meeting these needs, with self-actualization being the ultimate goal of personal growth.
• 😀 The research presented by the speaker, titled ‘The Development of Self-Potential in Santri through a Humanistic Approach in Pesantren,’ explores how the theory can be applied to diverse student needs in an educational setting, considering their intellectual, emotional, and spiritual differences.

Q & A

What is the focus of the humanistic learning theory as presented in the script?

The humanistic learning theory focuses on the importance of the individual’s self-actualization in the learning process. It emphasizes that learning is successful when students understand both their environment and themselves, highlighting the unique potential of each learner.

Who are the key figures mentioned in the humanistic learning theory, and what are their contributions?

The key figures mentioned are Carl Rogers, Arthur W. Combs, and Abraham Maslow. Carl Rogers focused on emotional and intellectual engagement in learning, Arthur W. Combs emphasized the importance of understanding students' perceptions and needs, and Abraham Maslow introduced the hierarchy of needs, highlighting the importance of fulfilling basic needs to enable learning and personal growth.

What does Carl Rogers say about meaningful learning?

According to Carl Rogers, meaningful learning occurs when both the intellectual and emotional aspects of the student are engaged in the learning process. If only the intellectual aspect is involved without emotional involvement, the learning is considered not meaningful.

What is the role of the teacher in the humanistic learning theory?

In the humanistic learning theory, the teacher acts as a facilitator. Their role is to create a positive and supportive learning environment, clarify learning goals, provide freedom for students to explore, and help students engage with their own motivations and aspirations.

How does Arthur W. Combs describe the teacher’s role in influencing students' behavior?

Arthur W. Combs suggests that a teacher cannot impose material that is irrelevant or disliked by students. Instead, the teacher must understand the students' perceptions and work to change their beliefs and views to positively influence behavior.

What does Abraham Maslow's hierarchy of needs contribute to humanistic learning theory?

Abraham Maslow's hierarchy of needs suggests that human development progresses through five levels: physiological needs, safety needs, love and belonging, esteem, and self-actualization. In the context of learning, fulfilling these needs is essential for personal growth and the ability to learn effectively.

How does the humanistic approach apply to qualitative research in the context of the speaker's study?

The humanistic approach is applied in the speaker's research by focusing on the development of the students' (santri) potential through a personalized learning environment. The research looks at how different qualities such as intellectual, emotional, and spiritual aspects vary among students and how these differences impact their learning.

Why is the teacher’s role considered less dominant in the humanistic approach to learning?

In the humanistic approach, the student’s own motivation and internal drive to learn are considered central. The teacher’s role is that of a facilitator, supporting students rather than directly controlling the learning process. Success depends largely on the student’s engagement with the process.

What is the significance of 'self-actualization' in humanistic learning theory?

Self-actualization refers to the process of realizing and fulfilling one’s potential. In humanistic learning theory, it is the ultimate goal for students, where they are able to develop and express their unique qualities, achieving a sense of personal growth and fulfillment.

How does the speaker relate the humanistic theory to their research on students in a pesantren?

The speaker connects humanistic theory to their research by highlighting how students in a pesantren exhibit different qualities, such as intellectual, emotional, spiritual, and social attributes. The research aims to develop these unique potentials, allowing each student to grow according to their individual capabilities.