PENDEKATAN HUMANISTIK DALAM PEMBELAJARAN PAI UNTUK MENINGKATKAN EMPATI DAN KECERDASAN EMOSIONAL SISWA

Abstract

This study aims to analyze the application of a humanistic approach in Islamic Religious Education (PAI) and its impact on improving students' empathy and emotional intelligence. The humanistic approach places students at the center of learning (student-centered learning), emphasizing freedom, personal experience, and the development of holistic human potential. In the context of religious education, this approach is considered relevant because it balances the cognitive, affective, and spiritual dimensions of students. The method used was descriptive qualitative research, with data collection techniques through observation, in-depth interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, which includes three stages: data reduction, data presentation, and conclusion drawing. Data validity was strengthened by triangulation of sources and techniques. The results showed that the humanistic approach positively influenced the classroom atmosphere and students' social behavior. Teachers acted as facilitators, guiding students in understanding Islamic teachings through reflection on personal experiences, dialogic discussions, and empathetic activities such as role-playing and sharing sessions. This approach has been shown to increase students' interpersonal empathy and ability to recognize and manage emotions, which are the core of emotional intelligence. Furthermore, students demonstrated behavioral changes, becoming more caring, tolerant, and self-controlled, in line with noble moral values. However, the implementation of the humanistic approach still faces challenges, such as limited learning time, lack of teacher training, and some students' resistance to non-conventional methods. Nevertheless, this approach has great potential for broader application in religious education because it aligns with the vision of the Pancasila Student Profile and the spirit of the Independent Curriculum.