Human Theory Research Articles

Psychology of Learning Theory (Behavioristic, Constructivist, Humanistic) in Science Learning: A Systematic Literature Review

In the education system, the application of various learning psychology theories has become the main guideline in forming effective learning strategies. This study aims to review previous studies on the application of Behavioristic, Constructivist, and Humanistic theories in science learning in order to understand the implications of each theory and the potential for integrating the three theories in increasing the effectiveness of science learning. This study is a Systematic literature review (SLR) study with a descriptive analysis approach. The data in this study came from articles that discussed the application of Behavioristic, Constructivist, and Humanistic theories in science learning. Of the 109 articles obtained through Google Search, Google Scholar, and Research Gate, it was concluded that 21 articles met the research criteria. The results of the study showed that only 21 journals discussed according to the criteria of this study, including 11 journals indexed by Sinta. The results of previous studies have made a real contribution to making decisions regarding the implementation of science learning in terms of learning psychology. The success of implementing science learning using the three theories of learning psychology in this study depends on the understanding of teachers as learners, the learning approaches used, learning models, and understanding of students' learning styles.

The Authentic Learning of Humans Is a Creative Process and Very Different from the Artificially Creative Output of AI

ABSTRACTThis article examines theories which suggest that authentic learning requires creativity. The connection between creativity and learning has been recognized for quite some time. Several of the theories examined herein are decades old. The older theories include Piaget's and Dewey's, and less obviously the humanistic theory of self‐actualization. It is quite useful to take these perspectives, though older, into account. The idea of authentic learning has evolved, however, as is evidenced by newer theories. One of these is the theory of personal creativity. This theory is interpreted in the context of the previous perspectives on learning and creativity. Newer evidence from the neurosciences is also cited because it confirms that learning is more than memory and that the brain uses special operations when original ideas are constructed. Implications of the idea that creativity and learning are related are explored. These include suggestions for educators and the classroom. Several surprising implications for our understanding of AI are also explored. Most important is probably the conclusion that an appreciation of what exactly makes up authentic learning goes a long way towards distinguishing the artificial creativity of AI from the creativity of humans. It is the latter which should guide educational decisions.

Harnessing AI for peer-to-peer learning support: Insights from a bibliometric analysis

This study investigates the current use of artificial intelligence (AI) for peer-to-peer support through a bibliometric analysis of 1113 records based on co-words. The research employs a four-phase exploratory design that involves co-word search, data charting, and result summation. It uses an inductive, relevant, and reflexive thematic approach (TA). The theoretical foundation is grounded in retention, attrition, and learning theories, including personal, social, emotional, constructive, and humanistic theories. The analysis aims to determine whether institutions leverage AI for peer-to-peer learning as part of peer support. The findings reveal a significant gap in direct research on AI's role in peer-to-peer support, underscoring the need for future studies on its impact on learning customisation, socio-emotional learning, and ethical issues in education.

Pengelolaan Dana Punia Melalui Pengembangan Pendidikan Pasraman Dan Pemberdayaan Ekonomi Umat di Badan Dharma Dana Punia Raman Utara

Dana punia is a sacred activity as one of the implementations of the teachings of dharma. The purpose of this study is to determine the management system of Punia Funds through the development of pasraman education and empowerment of the people's economy carried out by BDDPRU and to determine the supporting and inhibiting factors for the development of Punia Funds for pasraman education and empowerment of the people's economy carried out by BDDPRU. With that, it will be possible to obtain a maximum fund management system by pasraman. In addition, this study is able to encourage and empower Hindus in the future. This research method is Qualitative and uses studies in accordance with Humanistic theory and the theory of Motivation to do business in the management of Dharma Dana. One of the supporting factors for BDDPRU is the existence of permanent punia funders, this supporting factor can provide a strong solution in the process of managing punia funds through the development of pasraman education and empowerment of the people's economy. One of the inhibiting factors is the lack of adequate facilities and infrastructure. In conclusion, the BDDPRU Punia Fund management system has used POAC (Planning, Organizing, Actuating and Controlling) management but has not been maximized.

Different Maps, Same Territory: Dialogical Self Theory and its Predecessors

Dialogical Self Theory has not emerged in a historical vacuum. Its forerunners, whether the Eastern Atman, the tripartite Platonic self with its clear hierarchical relations, the Cartesian “ghost in the machine,” the Freudian ego-id hydraulic model or the Jungian topography of ego and unconscious, represent the theoretical grounding from which the dialogical self has emerged and self-articulated as much as have William James, George Herbert Mead and Mikel Bakhtin. Most of them, including DST, center on developmental models, and see the self as intrinsically oriented toward a more integrated sense of itself that Jung called “wholeness,” although their internal politics differ. Plato is an authoritarian, for whom the rational dimension must rule the spirited and the appetitive; otherwise, disorder and injustice prevail. Freud’s battle cry “where id was, ego shall be” is continually compromised by his realization that “ego is not master in its own house”; and Jung’s notion of wholeness involves a process of compensatory integration of conscious and unconscious contents of the personality that demands intensive shadow work. DST borrows from them all in one guise or another, but, in contrast with its predecessors, places its emphasis on intersubjectivity, polyphony and boundary-work, and as such is positioned for dialogical relations, not only between the I positions within its boundaries, but with the I positions of subjects who are grounded in other social, cultural and political systems. As such, the acronym DST might also stand for Democratic Self Theory, reflecting its historical emergence at a moment of rapidly increasing globalization of the information environment, and the resulting confrontation between disparate ideological traditions and forms of life that were hitherto invisible to each other. This paper represents a preliminary meditation on the infrastructure of DST within the context of the larger theoretical ground from which it emerges. It aims, not to seek exact correspondences or contradictions with other theories, but to act as a “bridging theory” between psychodynamic, constructivist, and humanist theories, thereby exploring the family resemblances that ground it, and acting to deconstruct the boundaries between it and other conceptual landscapes.

Analisis Implementasi Kurikulum Merdeka Pada Mata Pelajaran PAI Perspektif Teori Belajar Konstruktivisme dan Humanisme di SMA N 2 Purwokerto

This study aims to analyze the implementation of Merdeka Curriculum in Islamic Religious Education (PAI) subjects at SMA N 2 Purwokerto, from the perspective of constructivism and humanism learning theories. The research method used is qualitative, with data collection techniques through classroom observation, interviews with teachers and students, and document analysis. The results showed that the implementation of Merdeka Curriculum in PAI subjects at SMA N 2 Purwokerto is still in its early stages. Teachers began to apply several constructivistic and humanistic learning principles, such as project-based learning, problem-based learning, and cooperative learning. However, there are still some obstacles faced, such as the teacher's lack of understanding of constructivistic and humanistic theories, limited learning resources, and lack of support from the school. The results of this study indicate that the implementation of Merdeka Curriculum in PAI subjects at SMA N 2 Purwokerto still needs to be strengthened. Teachers need to improve their understanding of constructivistic and humanistic theories, and get better support from the school to implement learner-centered learning.

LEARNING THEORY ACCORDING TO HUMANISTIC PSYCHOLOGY AND ITS IMPLEMENTATION IN STUDENTS

This research describes learning theory according to Humanistic Psychology and its implementation. Through the application of library research or library research (study) methods, the implementation of this research begins with problem formulation, focus preparation, study and then reading various reference libraries sourced from e-journals and digital books by understanding and studying them seriously until reaching the writing and organizing process. material. The research results show that humanistic learning theory places great emphasis on the importance of the content of a series of learning activities. The aim of learning according to humanistic theory is to make people more humane. Students are expected to be independent, brave, and not constrained by other people's opinions. They are also expected to manage their personality responsibly while adhering to all rules, norms, discipline and ethical standards. Thus, the integration of humanistic psychology into education can help students understand themselves as humans.

Different ways of understanding communication: From models to a humanistic theory of communication

If the theme of social relations is often impregnated in information and communication sciences, it is generally on the front page of power. How to succeed in human relations is rather a fruitful subject in all political and social intentions. Paradoxically, what unites us divides us is communication: "We can only communicate!", a paraphrase of Watzlawick. It would be equally misleading to believe that there is a situation of uncommunication between two or more people. Is to communicate the desire to exercise an action or an action towards the other person for often interpersonal purposes. For a long time, the term "communication", borrowed from pooling, has been introduced into the vocabulary of institutions for strategic purposes, its use most often stems from an organizational approach of a marketing or even socio-economic nature. Although the authors of communication theories have succeeded each other in competition, each new schema tries to violently beat its predecessors in order to reach the highest degree of generality. The article will begin to circumscribe communication as a complex concept and fashionable value. Secondly, he will visit some research carried out by communication specialists and which has contributed to the development of models leading to what is now called " information and communication theories ". In the course of this archaeological study and in a succinct way, the article will pause on developing axioms and paradigms (context-meaning-construction-noise-feedback) consecutively from the interaction of the three components of a communication situation and in the most stripped-down way (source-message-channel-target).

Towards Humanistic Learning Literature in English: Students’ Perspectives on Challenges and Opportunities in Mixed Classes at the University of Rwanda

A learning environment that promotes interaction and learners’ ownership of their learning is effective. Promoting this learning in literature in a second language benefits not only individual learners but also groups. While the 21st century research has been awash with new ideas on the significance of teaching literature, studies have found that literature in English is more of an opportunity than a challenge to foreign language learners. In this study, the researchers delve into learners’ perspectives on the challenges and opportunities of learning literature in English in mixed classes at the University of Rwanda, College of Education. Three issues have been focused namely students’ background and their interest in literature in English; challenges and opportunities of learning literature in English in mixed classes; and students’ perspectives on how the identified challenges can be addressed. Adopting a mixed-methods approach, this case study was guided by humanist theory, which emphasizes the learner as central and the teacher as facilitator. With a complement of diverse secondary sources, data was collected through interviews with four participants and a questionnaire administered to a convenient sample of 50 participants selected from 240 students. Through descriptive and thematic analysis, findings revealed that teaching literature in mixed classes offers more opportunities to learners than challenges. Results also highlighted that through mixed-ability classes, students’ English language skills improve, while it is generally little before they join higher education. The study recommends that literature should be used as a tool from primary to tertiary levels, especially in countries where English is pragmatically taught as a foreign language. Lecturers in the big literature class should apply humanistic principles so that they can create a supportive learning environment for diverse-ability students.

The Role of Youth as Agents of Change in Realizing Sustainable Development Goals: A Humanistic Theory Perspective

Youth is a national asset whose potential is very influential in the development of a country. Youth is the successor to the heroes of the nation's predecessors. Youth have a diverse role in realizing sustainable development goals around the world. Therefore, various efforts are made to build the potential of youth throughout Indonesia. Through an understanding of psychological needs and individual potential, youth can be encouraged to take an active role in advancing sustainable development goals, not only as beneficiaries, but also as key actors in the process. This research aims to explore the role of youth as agents of change in the context of sustainable development, using the perspective of humanistic theory, specifically concepts such as self-actualization and psychological need fulfillment. Through the humanistic theory approach, this research analyzes how youth can be the driving force in the process of sustainable social transformation. The research method used is descriptive-qualitative research with data collection techniques in the form of interviews, observations, and literature studies from several sources of books and relevant scientific articles. The result of the research is the essential contribution of youth in the process of sustainable social transformation both on a local and global scale. As well as the need to understand the motivation, needs, and potential of individual youth based on humanistic theory. There are program recommendations that support the active participation and involvement of youth in various sustainable development initiatives.

The Impact of Existentialism on Contemporary Mental Health Practices

Purpose: The general objective of this study was to explore the impact of existentialism on contemporary mental health practices. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the impact of existentialism on contemporary mental health practices. Preliminary empirical review revealed that integrating existential principles into contemporary mental health practices significantly enhanced psychological well-being by fostering self-awareness, personal growth, and the ability to cope with existential anxieties. It demonstrated that existential therapies offered a more holistic and personalized approach to mental health care, addressing both symptomatic relief and underlying existential concerns. Additionally, the study highlighted the importance of cultural sensitivity, emphasizing that culturally adapted existential therapies were more effective and accessible across diverse cultural contexts, thereby improving mental health outcomes globally. Unique Contribution to Theory, Practice and Policy: The Existential Theory, Humanistic Theory and Cognitive Behavioural Theory may be used to anchor future studies on the impact of existentialism on contemporary mental health practices. The study recommended integrating existential principles into psychological theories, training mental health professionals in existential therapeutic approaches, and developing culturally adapted versions of these therapies. It emphasized the need for mental health policies to recognize the importance of existential concerns and support the inclusion of existential therapies in standard care. The study also suggested revising mental health education curricula to incorporate existential psychology, providing continuing education for current practitioners, and increasing public awareness to destigmatize existential issues. These steps aim to enhance theoretical frameworks, clinical practices, and policy development in mental health care.

The Philosophy of Technology and Its Impact on Human Values

Purpose: The general objective of this study was to explore the impact of existentialism on contemporary mental health practices. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the impact of existentialism on contemporary mental health practices. Preliminary empirical review revealed that integrating existential principles into contemporary mental health practices significantly enhanced psychological well-being by fostering self-awareness, personal growth, and the ability to cope with existential anxieties. It demonstrated that existential therapies offered a more holistic and personalized approach to mental health care, addressing both symptomatic relief and underlying existential concerns. Additionally, the study highlighted the importance of cultural sensitivity, emphasizing that culturally adapted existential therapies were more effective and accessible across diverse cultural contexts, thereby improving mental health outcomes globally. Unique Contribution to Theory, Practice and Policy: The Existential Theory, Humanistic Theory and Cognitive Behavioural Theory may be used to anchor future studies on the impact of existentialism on contemporary mental health practices. The study recommended integrating existential principles into psychological theories, training mental health professionals in existential therapeutic approaches, and developing culturally adapted versions of these therapies. It emphasized the need for mental health policies to recognize the importance of existential concerns and support the inclusion of existential therapies in standard care. The study also suggested revising mental health education curricula to incorporate existential psychology, providing continuing education for current practitioners, and increasing public awareness to destigmatize existential issues. These steps aim to enhance theoretical frameworks, clinical practices, and policy development in mental health care.

Exploring the Impact of Humanistic Theory on Arabic Language Learning at MIN 2 East Lampung

The humanistic theory is to see man as a free being with all the potential that exists within him. This study aims to know the current learning process and analyze the characteristic forms of humanistic theory implemented in Arabic language learning. This type of research is a qualitative descriptive approach. This research was conducted at MIN 1 East Lampung based on this information. Data collection techniques from observation, interviews and documentation. Then, for data analysis, namely data reduction, data presentation, and conclusions. The results of this study show that teachers already have humanist characteristics, including (1) Providing learning materials systematically, (2) Providing an attitude of affection and gentleness, (3) Providing freedom for students to learn while in class, (4) Providing motivation during the learning process, (5) Providing a fair attitude, (6) Giving awards for achievements that have been obtained. Thus, the learning process that prioritizes this humanistic approach is a pending step toward improving education. Because this approach can make students appreciate differences, have their own freedom of thought, and have the freedom to voice their opinions.

The affective pedagogies of horse-human interventions: a more-than-human perspective on equine assisted learning with marginalised young people

ABSTRACT This article offers a more-than-human perspective on an equine assisted learning programme undertaken by marginalised young people attending a flexi-school in Australia. In contrast with therapist led equine programmes, our research examined horse assisted activities as a site of embodied learning. Paying attention to the affective dimension of horse-human relationality we explored how student and teacher narratives articulated learning in terms of affective pedagogies (being moved to learn differently). We discuss the theory-method tensions that arose through our shift from a mixed methods humanist design to a more-than-human analysis. Questioning the limitations of traditional humanist theories of attachment and individualised agency, we trace the agentic capacities afforded by the horse-human learning assemblage involving horses, volunteer coaches, young people, teachers, yards, grooming tools, etc. Our article contributes to explorations of more-than-human learning at the intersection of embodied movement, therapeutic interventions and informal education.

Pembelajaran Kiai Kholil Bangkalan dalam Analisis Teori Pembelajaran Humanistik

Among the various kinds of learning theories, humanistic learning theory is a learning theory with an approach that humanizes humans to make students become fully human. Kiai Kholil Bangkalan is an Islamic figure that most of his students have succeeded in becoming human beings in various social spaces. This is interesting to see from a humanistic perspective. Therefore this research aims to look at the learning implemented by Kiai Kholil from the perspective of humanistic theory using a qualitative literature review. We collected various literature related to humanistic learning and the learning applied by Kiai Kholil. From that various literatures, it was found that humanistic learning regardless of the originators is essentially a learning philosophy that pays great attention to the uniqueness of students so that human values ​​in students are cared for and developed according to their own uniqueness, therefore the application of humanistic learning is able to be entered in various spaces as long as it contains that values. In the learning system implemented by Kiai Kholil, these humanistic values​​ are indeed implemented, starting from classroom learning, sorogan, to indirect learning in the form of his treatment to the students is different its called isyarah.

Guaranteed Basic Income from the Perspective of Self‐Determination Theory

AbstractIn capitalistic societies the concepts of income and labour are inseparable, and as such, providing all citizens with an unconditional living wage is a contentious issue. Capitalist ideals that emphasize individual effort, competition, and financial prosperity have spurred tremendous economic growth but underestimate human motivation and have implications for human wellbeing. The aim of this essay is to examine the implications of guaranteed basic income based on existing data from the perspective of self‐determination theory, a humanistic theory of motivation that considers both practical performance‐related outcomes as well as human flourishing. I discuss the motivational dynamics involved in labour participation rates, how basic income may impact basic psychological needs and wellbeing, how basic income may impact workplace environments, and whether neoliberal capitalist values are a useful framework through which to discuss basic income. From this perspective, the benefits of basic income to individuals and society are promising. A shift in values from hyper‐rational competitive ideologies towards more humanistic frameworks such as self‐determination theory may be beneficial for not only for basic income and management research, but also the evaluation of public policy.

The study of Cassirer's Humanistic Thought in An Essay on Man

For the study of Humanistic theory, there are many outstanding philosophers have elaborated, have their own unique insights, but the most prestigious from the German philosopher Cassirer, who answered the question of "what is man" in his book An essay on man, he creatively put forward the "man is a symbolic animal". He creatively proposed that "man is a symbolic animal". This is a great breakthrough in the theory of Western anthropology, which has also led to the further development of anthropological theory. This paper focuses on the development of Cassirer's theory of humanology and the far-reaching impact of humanology and theory on society. The essence of man lies in the fact that man is the journey of using symbols as a bridge of communication between man and culture and gradually emancipating man's mind. This paper specifies Cassirer's humanistic theory of man, symbol, and culture as one and evaluates his thought.

Implementation of Humanistic Theory in the Development of Al-Islam and Kemuhammadiyahan Curriculum at Muhammadiyah Schools

This qualitative research aims to find out what form of implementation of humanistic theory in the development of Al-Islam and Kemuhammadiyahan curriculum in Muhammadiyah schools, especially in Yogyakarta, Indonesia. In fact, this form of implementation is very important because it can form students to have a high social attitude, mutual respect, foster togetherness and ukhuwah Islamiyah so that education in schools can understand the potential possessed by students not only in the cognitive field but more emphasized in social aspects. This research was conducted at the Muhammadiyah School Yogyakarta and aimed to find out how far the application of this theory has been beneficial to the development of student learning in schools. In fact, educators or teachers in Yogyakarta have more or less applied the theory of humanism related to the development of AIK material to increase students' sense of care with fellow friends and the existing school environment. Conducted in field research, a qualitative approach is used, along with a descriptive approach to try to explain and identify in depth related to how the implementation of theory in learning humanistically by Carl R Rogers about Islamic religious learning with the application of humanism theory in the strategy of Al-Islam and Kemuhammadiyahan teachers, especially in responding to students who continue to follow the current times, namely by approach each individual so as not to be too late in bad habits and most importantly is that every teacher in the school teachers of Al-Islam and Kemuhammadiyahan in particular provide examples or habituation to behave well in activities in the school environment. This study also uses an ethnomethodological approach related to cases that occurred in the Muhammadiyah School environment in Yogyakarta. The research data was obtained using respondents of a teacher who teaches Al-Islam and Kemuhammadiyahan subjects who have implemented humanistic theory in learning in schools.

The Effectiveness of a Counseling Program Based on Humanistic Therapy to Reduce Situational Remorse, Guilt and Pessimism among a Sample of Students of Disintegrated Families

The current study aimed to reveal the effectiveness of a counseling program based on humanistic therapy to reduce situational remorse, guilt and pessimism among a sample of students of disintegrated families. The sample of the study consisted of (26) students. Measurements for situational remorse, guilt and pessimism were developed. The validity and reliability of their psychometric characteristics were verrified, and a counseling program based on the humanistic theory was built. The results of the study showed that there were statistically significant differences in the ranks of the mean scores of feelings of situational remorse, guilt and pessimism in the experimental group in the post-measurement compared with the control group, and that there are no differences between the mean scores of the experimental group in the post and follow-up measurements in the scale of situational remorse, guilt and pessimism. The study came out with some recommendations, including the need to use the current counseling program in helping students to reduce each of the students' feelings of situational remorse, guilt and pessimism.

LEARNING THEORY ACCORDING TO HUMANISTIC PSYCHOLOGY AND ITS IMPLEMENTATION IN STUDENTS

This research describes learning theory according to Humanistic Psychology and its implementation. Through the application of library research or library research (study) methods, the implementation of this research begins with problem formulation, focus preparation, study and then reading various reference libraries sourced from e-journals and digital books by understanding and studying them seriously until reaching the writing and organizing process. material. The research results show that humanistic learning theory places great emphasis on the importance of the content of a series of learning activities. The aim of learning according to humanistic theory is to make people more humane. Students are expected to be independent, brave, and not constrained by other people's opinions. They are also expected to manage their personality responsibly while adhering to all rules, norms, discipline, and ethical standards. Thus, the integration of humanistic psychology into education can help students understand themselves as humans.