A Humanistic Active-Learning Model for Anti-Violent Islamic Education in Indonesian Madaris
DOI:
https://doi.org/10.53899/spjrd.v31i1.1260Keywords:
Humanistic learning, active learning, anti-voilence education, Islamic educationAbstract
Violence at school represents a vivid reality that persists in educational settings, affecting students in their emotional, social, and academic development. While seeking more integral and humane solutions to this problem, humanistic education has emerged as a promising alternative. This study aims to analyze the implementation of humanistic education as a preventive strategy to reduce violence in classroom environments. This research applies a humanistic learning model through an active learning approach as a prevention strategy against violence in the context of Islamic education. Drawing on Rogers’ (1969) Humanistic Learning Theory and Maslow’s (1954) Theory of Human Motivation, this examines how humanistic pedagogical theories foster peace, empathy, and moral development in students. A qualitative descriptive design was used to collect data from three madaris in Palembang, South Sumatra, Indonesia, through purposive sampling: eight participants per institution, consisting of one principal, one deputy principal for curriculum, and six teachers. Data sources include in-depth interviews, classroom observations, and document analysis, which are verified through expert reviews, initial trials, and triangulation. Findings reveal that humanistic education, which emphasizes the development of students’ potential, creativity, and freedom of expression, serves as an effective strategy for fostering a violence-free learning environment. The teacher, as a role model, facilitator of learning, and promoter of positive and dialogic relationships with students, significantly contributes to the enhancement of students’ intellectual, spiritual, and moral capacities. Therefore, the humanistic approach is not only relevant in mitigating classroom violence but also essential in shaping students’ holistic character development. Humanistic principles should be the core of professional development and policy considerations in teacher training programs and curriculum reforms to improve anti-violence education in Islamic schools.
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