TEORI BELAJAR HUMANISTIK DALAM PENDIDIKAN AGAMA KRISTEN: STUDI PUSTAKA

Abstrak

Education is a crucial process in developing human potential holistically, encompassing intellectual, emotional, social, and spiritual aspects. One relevant theory in education is humanistic learning theory, which emphasizes personality development, self-actualization, and student-centered learning. This article aims to examine the concept of humanistic learning theory and its implementation in Christian Religious Education (PAK). The method used is a literature review, collecting and analyzing various literature related to humanistic learning theory and Christian Religious Education (PAK) learning. The results of this study indicate that humanistic learning theory views the learning process as an effort to humanize people through the development of cognitive, affective, and psychomotor aspects. Key figures in this theory include Arthur Combs, Abraham Maslow, and Carl Rogers, who emphasize the importance of the meaning of learning, meeting student needs, and self-actualization. In the context of Christian Religious Education, humanistic theory can be applied through student-centered learning, the role of the teacher as a spiritual facilitator, the creation of a loving learning environment, and an emphasis on faith and character growth. Thus, humanistic learning theory has strong relevance in supporting the goals of Christian Religious Education to form students who are faithful, have character, and are able to develop their potential optimally.