Achmad Yusuf

THE EFFECTIVENESS OF THE HUMANISTIC APPROACH TO CHARACTER EDUCATION IN THE INDEPENDENT CURRICULUM ERA

Introduction

The effectiveness of the humanistic approach to character education in the independent curriculum era. Discover the effectiveness of the humanistic approach in character education within the Independent Curriculum era, showing significant improvement in student empathy, responsibility, and honesty.

Abstract

Character education is an important pillar in the implementation of the Independent Curriculum to shape students with integrity, responsibility, and high empathy. One approach considered in line with this spirit is the humanistic approach, which positions students as active subjects in the learning process. This study aims to test the effectiveness of the humanistic approach in improving five indicators of student character: empathy, responsibility, independence, honesty, and cooperation. The research method used was quantitative with a quasi-experimental design of the non-equivalent control group design, involving 60 junior high school students from two different schools. Data analysis techniques used an independent t-test and effect size calculation. The results showed that the group learning with the humanistic approach experienced significant character improvement compared to the control group, with a significance value of p = 0.000 and an effect size of 1.52. The discussion shows that the humanistic approach is effective in creating a reflective, empathetic learning climate and encouraging the internalization of values. The conclusion of this study states that the humanistic approach is an appropriate strategy in strengthening character education, in line with the objectives of the Independent Curriculum.

Review

This study addresses a highly relevant and timely topic concerning the effectiveness of the humanistic approach in fostering character education within the framework of Indonesia's Independent Curriculum. The researchers clearly articulate their objective: to test the impact of this approach on five key character indicators—empathy, responsibility, independence, honesty, and cooperation—among junior high school students. Employing a quantitative quasi-experimental design with a non-equivalent control group, involving 60 students, the methodology appears sound for assessing practical effectiveness. The initial findings, indicating a significant improvement in character traits within the experimental group, lay a strong foundation for the paper's central argument. A significant strength of this research lies in the robust quantitative evidence presented. The reported p-value of 0.000, coupled with an impressively large effect size of 1.52, provides compelling statistical support for the efficacy of the humanistic approach. This strong evidence not only validates the approach but also underscores its substantial practical impact on student character development. The discussion effectively links these empirical results to the creation of a reflective and empathetic learning environment, which is inherently aligned with humanistic principles and essential for the internalization of values. This connection strengthens the theoretical underpinnings of the study and offers a clear explanation for the observed improvements. In conclusion, this study makes a valuable contribution to the field of character education, particularly within the context of modern curriculum reforms. While the abstract presents strong evidence for effectiveness, further details in the full paper regarding the specific humanistic pedagogical strategies implemented would be beneficial for educators seeking to replicate these positive outcomes. Nonetheless, the findings unequivocally support the humanistic approach as an appropriate and effective strategy for strengthening character education, aligning well with the objectives of the Independent Curriculum. This research provides a solid empirical basis for advocating for the broader integration of humanistic principles into educational practices aimed at holistic student development.

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