Implementing a Humanistic Approach in Akidah Akhlak Learning to Cultivate Students’ Love of Science at MAN 2 Klaten
DOI:
https://doi.org/10.61455/sujiem.v4i02.663Keywords:
humanistic approach, love of science, akidah akhlak learning, madrasah aliyah, teacher-student relationshipAbstract
Objective: This study describes how an Akidah Akhlak teacher applies a humanistic approach at State Islamic Senior High School (Madrasah Aliyah Negeri, MAN) 2 Klaten, Indonesia, and interprets how these practices may support the conditions for students’ love of science. Theoretical framework: The analysis draws on Maslow’s hierarchy of needs, Rogers’ person-centred learning, Freire’s dialogical education and Deci and Ryan’s self-determination theory, and treats hubb al-ʿilm as an Islamic educational orientation that overlaps with, but is not identical to, intrinsic motivation. Literature review: The literature review examines humanistic Islamic education through Maslow, Rogers, Freire, and self-determination theory, highlighting the relationship between student autonomy, emotional needs, moral learning, and hubb al-ʿilm. Research gap: Earlier studies of humanistic Akidah Akhlak learning have mostly examined primary-level madrasahs and moral outcomes such as courtesy and discipline, leaving field evidence on knowledge-oriented outcomes at the Madrasah Aliyah level limited. Methods: A qualitative case study used semi-structured interviews, passive participatory classroom observation and documentation review. Data were analysed with the interactive model of Miles, Huberman and Saldaña, and credibility was supported by source triangulation and member checking. Results: Three interrelated strategies emerged: differentiating methods according to class conduciveness; negotiating relational agreements that recognise students’ basic needs and autonomy, namely a responsibility-based eating and drinking policy and the absence of homework; and responding to mistakes with mild consequences followed by reflective dialogue on the purpose of seeking knowledge. Together, these practices appear to create a low-threat climate that is conducive to curiosity and to a shift from external towards more internalised motivation. Because the evidence rests mainly on the teacher’s account, supported by classroom observation and documents, the study does not claim that students’ love of science was measured or has increased. Implications: The three-stage model offered here is a contextual interpretation of one case, and may inform teacher reflection and training in comparable madrasahs. Novelty: The study foregrounds hubb al-ʿilm as an affective orientation in humanistic Akidah Akhlak learning at the Madrasah Aliyah level and documents concrete relational agreements that are rarely reported.
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