CHILD-FRIENDLY SCHOOL IN THE HUMANISTIC LEARNING THEORY FROM THE PERSPECTIVES OF ISLAMIC EDUCATIONAL PSYCHOLOGY

Abstract

The number of acts of violence that occur in the school environment causes a lack of public trust in the world of education. The school environment, which was originally a safe and comfortable place to study for students, has now become a scary and unsafe place for children. Because of these problems, schools must be a safe and comfortable place for children so that the potential contained in children can be developed. Child-friendly schools are one of the models or educational programs that can be applied in a school environment that can provide security and comfort for students in carrying out the learning process. This study aims to describe and analyze child-friendly schools in humanistic learning theory from the perspective of Islamic education psychology. This study uses a qualitative method with a library research approach. The result of this study is that there is a relationship between child-friendly schools and humanistic learning theory in Islamic educational psychology. This is based on the results of the similarity between the concept of a child-friendly school and the humanistic learning theory that focuses on developing the potential contained in students and student-centered learning processes. These two concepts both focus on humanizing humans by using learning methods, methods, and strategies, as well as child-friendly learning models so that they can develop the potential that exists in students.