Jurnal Asy-Syukriyyah Vol.
26 | Nomor 2 | Juli Ae Desember 2025
P-ISSN 1693-136X
E-ISSN 2715-6753
DOI : https://doi.
org/10.
36769/asy.
IMPLEMENTATION OF ACTIVE LEARNING STRATEGIES
WITH A HUMANISTIC APPROACH IN ISLAMIC EDUCATION SUBJECTS
AND THEIR EFFECT ON STUDENT MOTIVATION AND LEARNING OUTCOMES
AT SMP NEGERI 4 PALEMBANG
Anggun Widyawati UIN Raden Fatah Palembang anggunwidyawati663@gmail.
Amilda UIN Raden Fatah Palembang amilda_tarbiyah_uin@radenfatah.
Muhammad Fauzi UIN Raden Fatah Palembang Muhammadfauzi_uin@radenfatah.
Moses Adeleke Adeoye Al-Hikmah University.
Ilorin.
Nigeria princeadelekm@gmail.
Abstract: This research investigates the implementation and effects of active learning strategies integrated with humanistic pedagogical approaches on student learning motivation and cognitive achievement in Islamic Religious Education (PAI) at SMP Negeri 4 Palembang.
Data collection instruments included a 25-item motivation questionnaire (Cronbach's = 0.
and an 18-item learning outcomes test (Cronbach's = 0.
, both satisfying validity and reliability requirements.
Independent samples t-tests revealed significant between-group differences in learning motivation .
= -8.
295, p = 0.
000, experimental M = 112.
58 vs.
M = 95.
and learning outcomes .
= -2.
677, p = 0.
009, experimental M = 89.
03 vs.
M = 82.
Multivariate Analysis of Variance (MANOVA) confirmed simultaneous significant effects on both dependent variables (Wilks' Lambda = 0.
461, p = 0.
Partial EtaA = 0.
indicating large practical effect sizes.
The findings substantiate that integration of active learning strategies with humanistic principles produces coherent, synergistic enhancements in both affective motivation and cognitive achievement dimensions.
Results suggest that pedagogical approaches addressing simultaneous cognitive engagement and emotional support facilitate comprehensive student development aligned with Islamic education's holistic philosophical foundations emphasizing character formation alongside intellectual growth.
Keywords: active learning, humanistic approach, learning motivation.
Islamic religious education, student achievement INTRODUCTION The quality of learning processes fundamentally determines the optimal development of students' potential across cognitive, affective, and psychomotor domains.
Effective learning Jurnal Asy-Syukriyyah Vol.
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Jurnal Asy-Syukriyyah Vol.
26 | Nomor 2 | Juli Ae Desember 2025
P-ISSN 1693-136X
E-ISSN 2715-6753
DOI : https://doi.
org/10.
36769/asy.
emerges when students actively engage in the educational process, supported by appropriate pedagogical approaches and conducive learning environments.
However, contemporary educational practices often prioritize cognitive achievement while neglecting the holistic development of learners as complete human beings with diverse potentials and unique This narrow focus contradicts the principles of humanistic education, which emphasizes treating students as active subjects rather than passive objects in the learning In the context of Islamic Religious Education (PAI), this issue becomes particularly PAI instruction aims not merely to transmit religious knowledge but to shape students' character, moral values, and spiritual development.
The Indonesian National Education System Law, specifically Article 40 Paragraph 2, mandates that educators must create meaningful, engaging, creative, dynamic, and dialogical learning environments.
Yet classroom observations at SMP Negeri 4 Palembang reveal persistent challenges: students demonstrate low engagement during PAI lessons, exhibit passive behavior, submit assignments late, and show limited interest in deepening their understanding of Islamic teachings.
2 This situation reflects a broader problem where traditional teacher-centered approaches fail to accommodate students' individual needs and learning styles, resulting in diminished motivation and suboptimal learning outcomes.
Research evidence consistently demonstrates that active learning strategies significantly enhance student engagement and achievement.
Active learning encompasses pedagogical approaches that emphasize student participation through discussions, collaborative work, simulations, and problem-solving activities.
Silberman .
argues that active learning transforms students from passive recipients into active constructors of knowledge, thereby facilitating deeper understanding and retention of material.
3 In PAI contexts, active learning methodologies enable students to connect religious teachings with real-life situations, fostering critical thinking and reflective skills essential for applying Islamic values in daily practice.
Despite this compelling evidence, many Indonesian schools, including SMP Negeri 4 Palembang, continue relying on conventional lecture-based methods that limit student interaction and fail to accommodate diverse learning needs.
The humanistic approach to education, pioneered by psychologists Carl Rogers and Abraham Maslow, offers a complementary framework for enhancing active learning Humanistic pedagogy posits that learning becomes most effective when students feel valued, understood, and empowered to develop their full potential.
Rogers emphasized the importance of creating psychologically safe learning environments characterized by empathy, unconditional positive regard, and genuineness in teacher-student relationships.
4 Maslow's Marjuki, 181 Model Pembelajaran Paikem Berbasis Pendekatan Saintifik (Pt Remaja Rosdakarya, 2.
, https://books.
id/books?id=CKwM0AEACAAJ.
Risma.
Kamaruddin Tone, and Abdul Latief.
AuIMPLEMENTASI MODEL PEMBELAJARAN HUMANIZING THE CLASSROOM DALAM INTERAKSI EDUKATIF PADA SISWA KELAS Vi SMPN 6 CAMPALAGIANAy 1, no.
September .
M L Siberman.
ACTIVE LEARNING 101 Cara Belajar Siswa Aktif (Nuansa Cendekia, 2.
, https://books.
id/books?id=Fx5_EaQBAJ.
C R Rogers.
Freedom to Learn: A View of What Education Might Become.
Merrill Political Science (C.
Merrill Publishing Company, 2.
, https://books.
id/books?id=qJxpaMAAJ.
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36769/asy.
hierarchy of needs theory suggests that students must feel secure and respected before they can engage meaningfully in higher-order learning activities.
When integrated with active learning strategies, the humanistic approach creates learning experiences that are not only intellectually stimulating but also emotionally supportive and personally meaningful.
Preliminary observations at SMP Negeri 4 Palembang reveal concerning patterns regarding student motivation and achievement in PAI.
Interviews with PAI teacher Okta Risalah.
Pd.
, indicated that numerous students fail to complete assignments punctually, engage in off-task behaviors such as using mobile phones during instruction, and demonstrate minimal participation in classroom discussions.
Academic performance data corroborates these observations: analysis of grade 8 student achievement shows that only 38% .
out of 36 student.
met the minimum passing criteria, with final grades ranging from 48 to 91.
Students scoring below the 75-point threshold exhibited common characteristics including disengagement from learning activities, difficulty retaining information, and lack of intrinsic motivation to study Islamic teachings.
When analyzed through Uno's .
framework of learning motivation indicators, these patterns reflect deficiencies across multiple dimensions: insufficient interest in PAI subject matter, low enthusiasm for learning activities, inconsistent study habits, reluctance to complete challenging tasks, and absence of clear learning goals.
7 Student interviews provided additional insights into these motivational deficits.
For instance, eighth-grade student Shafa Aulia explained that she found PAI lessons boring because they consisted primarily of notetaking and passive listening, with minimal opportunities for active involvement.
She reported feeling uninterested and struggling to remember content presented through these conventional These qualitative findings align with research demonstrating that passive instructional approaches fail to engage adolescent learners' natural curiosity and need for meaningful The integration of active learning strategies with humanistic approaches offers promising solutions to these challenges.
Experiential learning theory, which encompasses active learning as a key component, emphasizes that students learn most effectively when they can apply newly acquired knowledge to real-world problems and transfer learning across 8 Within this framework, active learning methods such as Card Sort and Circle Sharing enable students to organize information collaboratively, share perspectives openly, and construct understanding through social interaction.
Meanwhile, the humanistic approach ensures that these activities occur within emotionally safe environments where students feel respected as individuals, validated in their experiences, and encouraged to express themselves This combination addresses both the cognitive and affective dimensions of learning, creating conditions conducive to enhanced motivation and achievement.
Rofiq Faudy Akbar.
AuEdukasia: Jurnal Penelitian Pendidikan Islam,Ay Analisis Persepsi Pelajar Tingkat Menengah Pada Sekolah Tinggi Agama Islam Negeri Kudus 10, no.
: 189Ae210.
Interview with Okta Risalah.
Pd.
PAI Teacher Grade 8.
January 15, 2025.
Classroom observation.
PAI lesson.
Grade 8.
SMP Negeri 4 Palembang.
January 15, 2025.
M P Dr.
Hamzah B.
Uno.
Teori Motivasi Dan Pengukurannya: Analisis Di Bidang Pendidikan (Bumi Aksara, 2.
, https://books.
id/books?id=lOqoEaQBAJ.
Hisyam Zaini.
Bermawy Munthe, and Sekar Ayu Aryani.
AuStrategi Pembelajaran Aktif,Ay 2008, https://api.
org/CorpusID:150603073.
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36769/asy.
Nevertheless, implementing active learning with humanistic approaches faces practical constraints in Indonesian school contexts.
Teachers often cite limited instructional time, insufficient resources supporting participatory methods, and institutional resistance from educators accustomed to traditional teaching practices.
Additionally, effective implementation requires conceptual understanding, intensive training, and ongoing support to help teachers develop necessary facilitation skills.
9 These challenges necessitate gradual, context-sensitive implementation strategies that acknowledge existing limitations while working toward systemic Research examining how schools successfully navigate these implementation challenges can provide valuable guidance for broader educational reform efforts.
Previous studies provide foundational support for this research direction.
Nuraeni .
investigation demonstrated that humanistic approaches in PAI instruction significantly increased student motivation by creating more supportive and engaging learning 10 Similarly.
Widiastuti's .
research found that active learning methods produced superior conceptual understanding and achievement compared to conventional However, these studies examined humanistic pedagogy and active learning separately rather than investigating their combined effects.
The present research addresses this gap by analyzing how the integration of active learning strategiesAispecifically Card Sort and Circle Sharing methodsAiwith humanistic principles influences both motivation and cognitive achievement in PAI education.
This study therefore aims to comprehensively examine the implementation and effects of active learning strategies with humanistic approaches on PAI instruction at SMP Negeri 4 Palembang.
The research addresses four primary objectives: first, to analyze how active learning with humanistic approaches is implemented in PAI classrooms.
second, to determine whether this integrated approach produces significant differences in student motivation.
to assess whether it generates significant differences in cognitive learning outcomes.
and fourth, to compare motivation and achievement between classes using this integrated approach versus those employing conventional methods.
By investigating these questions through mixedmethods research combining quantitative experimental design with qualitative classroom observations and interviews, this study seeks to provide robust evidence regarding the effectiveness of integrated active-humanistic pedagogy for Islamic education.
The significance of this research extends beyond the immediate context of SMP Negeri 4 Palembang.
Theoretically, it contributes to understanding how humanistic principles can enhance active learning effectiveness, particularly in religious education contexts where affective and spiritual development constitute core objectives alongside cognitive achievement.
Practically, findings may inform teacher professional development programs, instructional design decisions, and educational policies aimed at improving PAI instruction quality Given that Islamic education plays a crucial role in character formation and moral development within Indonesia's national education system, research identifying effective Muhammad Sobri and Umar.
AuImplementasi Pendidikan Demokrasi Di SekolahAy 4 .
: 6174Ae81.
NurAoaeni.
Enok Tati Herni Herawati, and Ferianto.
AuImplementasi Pendekatan Humanistik Pada Materi Pendidikan Agama Islam Melalui Kurikulum Merdeka Di SDN Sukaraja I,Ay eAAC a 4, no.
: 9Ae15.
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pedagogical approaches for PAI holds substantial importance for achieving broader educational This study thus addresses both immediate practical needs at the research site and wider scholarly interest in evidence-based approaches to religious education that honor students' humanity while promoting meaningful learning.
METODH
This study employed a true experimental design with a pretest-posttest control group design to investigate the implementation and effects of active learning strategies with a humanistic approach on students' motivation and learning outcomes in Islamic Religious Education (PAI).
True experimental design was selected as the most rigorous method for establishing causal relationships between instructional interventions and educational outcomes, as it allows for systematic control of variables, manipulation of treatment conditions, and comparison between experimental and control groups.
The research was conducted at SMP Negeri 4 Palembang, located on Jalan Jenderal Bambang Utoyo, an institution established in 1955 that currently serves approximately 353 eighth-grade students across eleven classes.
The school was selected based on preliminary observations indicating persistent challenges with student motivation and academic achievement in PAI instruction, making it an appropriate context for testing the proposed pedagogical intervention.
The experimental design followed a systematic seven-step procedure.
First, subjects with homogeneous backgrounds were selected through random sampling from the accessible Second, selected participants were randomly assigned to either the experimental or control group to ensure equivalence between groups at baseline.
Third, both groups completed pretest assessments measuring motivation and cognitive achievement to establish initial Fourth, the experimental group received instruction using active learning strategiesAispecifically Card Sort and Circle Sharing methodsAiintegrated with humanistic pedagogical principles emphasizing empathy, student-centered facilitation, and respect for individual potential.
Fifth, the control group received conventional lecture-based instruction on identical PAI content to isolate the effect of the pedagogical approach rather than curricular Sixth, both groups completed posttest assessments using identical instruments to measure changes in motivation and learning outcomes.
Seventh, statistical analyses compared pretest-posttest gains between groups to determine treatment effects.
This design enabled rigorous comparison of the integrated active-humanistic approach against traditional methods while controlling for confounding variables through randomization and baseline equivalence The study utilized three primary variables operationalized through specific indicators and measurement instruments.
The independent variable, active learning strategy with humanistic approach, was defined as student-centered pedagogy promoting intellectual, emotional, and social engagement through collaborative activities, discussions, and reflections grounded in empathetic teacher-student relationships and recognition of student potential.
Operational indicators included active student participation in discussions, positive classroom atmosphere respecting diversity, facilitative rather than dominant teacher role, and students' sense of psychological safety in expressing ideas.
Implementation fidelity was documented Jurnal Asy-Syukriyyah Vol.
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through structured observation checklists completed by researchers after each lesson, recording adherence to Card Sort and Circle Sharing protocols as outlined in the instructional module.
The first dependent variable, learning motivation, was measured using a Likert-scale questionnaire based on Uno's theoretical framework encompassing six dimensions: desire to succeed, learning needs and drives, future aspirations, recognition in learning, interest in learning activities, and conducive learning environment.
The questionnaire employed five-point Likert scaling ranging from strongly disagree to strongly agree.
The second dependent variable, learning outcomes, assessed cognitive achievement through multiple-choice tests aligned with PAI curriculum standards for eighth grade, specifically covering the unit on belief in Allah's Test items spanned Bloom's revised taxonomy levels from understanding through creating, ensuring comprehensive assessment of cognitive complexity.
The research population consisted of all 353 eighth-grade students distributed across eleven classes at SMP Negeri 4 Palembang.
From this population, a sample of 66 students was selected using simple random sampling, a probability sampling technique ensuring each population member had equal selection opportunity regardless of stratification.
The sampling procedure involved randomly selecting six students from each of the eleven classes, then randomly assigning these 66 participants to either the experimental group or control group, with each group containing 33 students.
This sampling approach balanced the need for adequate statistical power with practical constraints on intervention implementation while maintaining randomization principles essential for experimental validity.
The experimental group composition included 17 males and 16 females, while the control group comprised 14 males and 18 females, with gender distribution assessed to ensure no systematic bias affecting results.
Data collection employed multiple instruments validated through expert review and pilot testing.
The motivation questionnaire underwent validity testing using Product Moment Pearson correlation, with items retained only if correlation coefficients exceeded critical values at the 0.
05 significance level, ensuring each item measured the intended construct.
Reliability was assessed using Cronbach's alpha coefficient, with values exceeding 0.
70 considered acceptable for internal consistency.
The learning outcomes test similarly underwent validation to establish content validity, item discrimination indices, and difficulty levels appropriate for the target population.
An observation checklist documented implementation fidelity by recording specific behaviors indicating adherence to active learning and humanistic principles during experimental group lessons.
The instructional module detailed lesson sequences, learning objectives, student-teacher activities, and assessment procedures for experimental group instruction, providing standardized guidance ensuring consistent treatment delivery across sessions.
Data analysis proceeded through preliminary validation, assumption testing, and hypothesis testing phases.
During preliminary validation conducted prior to the main study, instruments were administered to a pilot sample, with validity coefficients calculated through correlation analysis and reliability assessed via Cronbach's alpha.
Before hypothesis testing, normality assumptions were evaluated using the Kolmogorov-Smirnov test at the 0.
significance level, with significant results indicating deviation from normality that would necessitate non-parametric alternatives.
Homogeneity of variance was assessed using Levene's Jurnal Asy-Syukriyyah Vol.
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36769/asy.
test to determine whether experimental and control groups exhibited comparable variance structures, an essential assumption for parametric testing.
Hypothesis testing employed independent samples t-tests to compare experimental and control groups on each dependent variable separately, examining whether active learning with humanistic approach produced significantly different motivation levels and learning outcomes compared to conventional Additionally.
Multivariate Analysis of Variance (MANOVA) was conducted to simultaneously assess treatment effects on both dependent variables, providing more powerful detection of multivariate effects while controlling family-wise error rates inherent in multiple univariate tests.
All statistical analyses were conducted using SPSS version 30.
0, with significance determined at the 0.
05 alpha level.
Effect sizes were calculated to supplement significance testing, providing practical indicators of intervention magnitude beyond statistical significance alone.
This comprehensive analytical approach enabled rigorous evaluation of whether active learning strategies integrated with humanistic principles effectively enhance both motivational and cognitive dimensions of PAI learning compared to conventional pedagogical approaches.
Discussion