The Qur'anic Student-Centered Learning Humanistic (QSCLH) Model: A Synthesis of Carl R. Rogers’ and Syed Naquib Al-Attas’ Thought for Indonesian Education
DOI:
https://doi.org/10.33474/ja.v8i1.25632Keywords:
Qur’anic, Student-centered learning, Humanistic education, Carl R. Rogers, Syed Naquib Al-AttasAbstract
This study aims to critique the conventional concept of Student-Centered Learning (SCL) from the Qur'anic perspective and to reconceptualize the Qur'ani Student-Centered Learning Humanistic (QSCLH) model as a solution to the problem of educational dehumanization in Indonesia. This research employs library research with a qualitative-interpretive approach. Primary data sources consist of 28 Qur'anic verses containing four humanistic terms (al-Basyar, an-Nas, al-Insan, bani Adam), the work of Carl Ransom Rogers (1983), and the work of Syed Naquib Al-Attas (1996). Data analysis was conducted using Emilio Betti's hermeneutic approach and thematic interpretation (maudhu'i) referring to four authoritative books of Qur'anic exegesis. The findings reveal three main points. First, humanistic education from the Qur'anic perspective has a strong foundation through four key terms referring respectively to the physical, social, psychological-spiritual dimensions, as well as the common origin and fundamental dignity of human beings. Second, the formulated QSCLH model represents an original synthesis of Rogers' Person Centered Theory and Al-Attas' concept of ta'dib within the Qur'anic framework, consisting of six basic principles: tauhidic, fitrah-based, holistic-transcendental, religious-humanistic, contextual, and freedom to learn. Third, the QSCLH model is relevant to addressing the problems of bullying (41.1%) and intolerance (87%) in Indonesia, as its religious-humanistic principle creates an inclusive and non-discriminatory learning environment. The contributions of this research include theoretical aspects (QSCLH as a novel synthesis), methodological aspects (integration of hermeneutics and thematic exegesis), and practical aspects (implementation guidelines for teachers and educational institutions). This study is limited to library research, so the QSCLH model remains conceptual and requires empirical testing in the field.
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