Transformation of Islamic education through a humanistic approach in learning practice

Abstract

This study aims to analyze two fundamental issues in the development of Islamic Religious Education (PAI) learning: (1) how the humanistic approach is applied in PAI classroom practice, and (2) to what extent the humanistic approach contributes to the transformation of PAI learning quality. To address both issues, the study employs a systematic literature review (SLR) method guided by PRISMA protocol, analyzing 42 national and international scientific articles published between 2010 and 2024, sourced from Google Scholar, Scopus, ERIC, DOAJ, and national journal repositories Sinta and Garuda. Data analysis was conducted through thematic content analysis and narrative synthesis techniques. The findings reveal that the application of the humanistic approach in PAI is carried out through six interrelated components: student-centered learning, reflection as a value internalization instrument, affective-cognitive-behavioral integration, creation of open dialogue spaces, respect for moral autonomy, and facilitation of student self-actualization. These components are grounded in John Dewey's concept of learning by experience, David A. Kolb's experiential learning cycle, Thomas Lickona's character education framework integrating moral knowing, moral feeling, and moral action, and Lawrence Kohlberg's stages of moral development that guide students toward post-conventional moral consciousness. In terms of contribution, the humanistic approach has been shown to significantly transform PAI learning quality across six dimensions: active student engagement, depth of Islamic value internalization, moral development, creativity and critical thinking, quality of dialogical pedagogical relationships, and more measurable affective learning outcomes. This study concludes that the humanistic approach represents a relevant, contextual, and transformative pedagogical paradigm for the renewal of PAI learning in the contemporary era.