Siti Rozinah, Muhammad Saleh Harun

Pemahaman Psikologis Siswa melalui Pendekatan Humanis dan Konstruktif dalam Pencapaian Hasil Belajar PAI

Introduction

Pemahaman psikologis siswa melalui pendekatan humanis dan konstruktif dalam pencapaian hasil belajar pai. Penelitian ini mengkaji model pembelajaran konstruktivisme dan pendekatan humanis untuk pemahaman psikologis siswa usia pubertas, meningkatkan hasil belajar PAI kognitif, afektif, psikomotor.

Abstract

This research aims to know how the model of constructivism learning and humanism approach may equip the learning psychology among the students at the puberty age. In which the involvement of students in learning could affect in learning outcomes. A part of it, how the understanding of students’ psychology will help teachers to adjust themselves. This research is a qualitative research with a description method, and this research took place at Smart Ekselensia Junior High School. Data collecting is conducted through observation, interview and documentation. Data validity conducts through triangulation whether technic or the resources. Data analysis is done by collecting data, data reduction, data presented, taking conclusion and verification. Research results show that (1) a model of constructivism learning and humanism approach increased the positive impact at puberty age, such as addressing students’ curiosity and their willingness to try something new. (2) By understanding students’ psychology, teacher may adjust themselves in learning process and also equip the learning outcomes cognitively, affectively and psychomotor.

Review

This study investigates the psychological understanding of students through humanistic and constructivist approaches in PAI learning, particularly focusing on how these pedagogical models equip students at puberty age and aid teachers in adapting their instruction. The chosen topic is highly relevant, addressing crucial aspects of student development and effective teaching strategies within a specific religious education context. The abstract clearly articulates the research aims, setting the stage for an exploration into the interplay between teaching methods, student psychology, and learning outcomes. Methodologically, the abstract indicates a qualitative descriptive research design, which is appropriate for gaining in-depth insights into psychological phenomena and educational practices. The use of multiple data collection techniques—observation, interview, and documentation—strengthens the study's ability to capture varied perspectives and contextual information. Furthermore, the commitment to data validity through both technical and source triangulation is commendable, suggesting a rigorous approach to ensuring the trustworthiness of the findings. The outlined data analysis steps (collection, reduction, presentation, conclusion, verification) also reflect a systematic process. While the abstract provides a solid foundation, some areas could benefit from further elaboration in the full paper. For instance, a clearer conceptualization of what constitutes "learning psychology" in this context would enhance understanding. Additionally, details on how the "model of constructivism learning and humanism approach" was specifically operationalized or integrated would strengthen the link to the observed positive impacts on student curiosity and willingness to try new things. The abstract successfully presents intriguing preliminary findings regarding the positive impact of the approaches and the benefits of teachers understanding student psychology; however, the mechanism through which teacher adjustment "equips" cognitive, affective, and psychomotor outcomes could be expanded upon to fully appreciate the study's contributions. Overall, this research promises valuable insights into effective pedagogical strategies for PAI education, provided these aspects are thoroughly discussed.

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