Reflecting Islamic Educational Philosophy on Junior High Students’ Learning Motivation: A Humanistic Perspective
Refleksi Filsafat Pendidikan Islam terhadap Motivasi Belajar Siswa SMP: Perspektif Humanistik
DOI:
https://doi.org/10.54396/saliha.v8i2.2067Keywords:
Islamic education, humanistic psychology, motivation, student-centered pedagogyAbstract
This study explores the phenomenon of declining learning motivation among junior high school students by reflecting on Islamic educational philosophy and humanistic psychology. Rather than viewing motivation as a behavioral response to rewards or punishments, this research frames it as a personal, moral, and spiritual process. Using a qualitative philosophical approach and literature-based analysis, the study integrates classical Islamic concepts such as fitrah, mas’uliyyah, and murabbi with humanistic principles like autonomy, empathy, and self-actualization. The result is a novel conceptual framework for spiritually-rooted and human-centered learning motivation. This integrative model offers a holistic perspective that repositions the role of the teacher, redefines classroom dynamics, and supports a more meaningful, value-oriented learning experience. The study contributes theoretically by bridging two major paradigms and practically by encouraging educational environments that nurture both the heart and the mind.
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