Implementation of the Humanistic Curriculum Model in Islamic Religious Education and Character Education Learning at Baiturrohman Elementary School, Jember

Abstract

Islamic Religious Education learning still faces challenges because its implementation tends to be oriented towards cognitive aspects, so that the development of affective aspects and student potential has not been optimal. This study aims to analyze the implementation of the objectives and learning process components in the humanistic Islamic Religious Education curriculum in Islamic Religious Education and Character Education learning at Baiturrohman Elementary School, Jember. The study used a descriptive qualitative approach with a field research type. The research subjects consisted of Islamic Religious Education teachers, the vice principal for curriculum, and six fifth-grade students selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing. The results showed that the objectives and learning process components have implemented humanistic principles through interactive learning, a comfortable learning atmosphere, and active student involvement, although there are still some students who are passive and lack confidence and there are limited learning facilities. This study concludes that the implementation of the humanistic Islamic Religious Education curriculum has gone well, but still requires strengthening learning strategies to optimize equal participation and development of the potential of all students.