TASK 7
Learning Theory
About
“Humanistic Theory”
Lectures
Mursyid Ridha S.Ag., M.Pd
By:
Nadia Khairunnisa
19006188
GUIDANCE AND COUNSELING
FAKULTAS ILMU PENDIDIKAN
UNIVERSITAS NEGERI PADANG
2020
Humanistic Theory
A. DEFINITION
In the theory of humanistic learning the learning process must originate
and lead to humans themselves. Although this theory strongly emphasizes
the importance of the contents of the learning process, in reality this theory is
more about education and learning in its most ideal form. In other words, this
theory is more interested in the idea of learning in its most ideal form than
learning as it really is, like what we can observe in the everyday world. Any
theory can be exploited as long as the goal to "humanize humans" (achieve
self-actualization and so on) can be achieved.
In humanistic learning theory, learning is considered successful if
the student understands his environment and himself. Students in
the learning process must try so that gradually they are able to achieve
self - actualization as well as possible. This learning theory tries to
understand learning behavior from the perspective of the culprit, not from the
perspective of the observer.
The main goal of educators is to help students develop themselves, which
is to help each individual to recognize themselves as unique human beings and
to help realize the potentials within themselves.
Humanistic theory is more abstract in nature and closer to the field
of study of philosophy, personality and psychotherapy than the field of study
of psychology in learning. This theory attaches great importance to the
object learned rather than the learning process.
This humanistic theory discusses more about educational concepts to
shape the aspired human, and about the learning process in the best form. Or it
can be said that this theory is more interested in the understanding of learning
in its most perfect form than in understanding the learning process as it has
been studied based on learning theories.
In practice, this theory is also seen in the learning approach proposed by
Ausubel. He is of the view that learning is meaningful or that also belongs to
the cognitive flow which says that learning is full assimilation of
meaning. The subject matter is assimilated and linked to existing knowledge.
Motivational and emotional experience is very important in the process of
learning, because without motivation and desire on the part of students, it will
not happen assimilation of new knowledge into cognitive structures that
already exist.
B. CONCEPT
Bome experts opinion regarding learning theories huamanisme some of
them are;
1. Arthur Combs (1912-1999)
Arthur Combs together with Donald Syngg stated that learning
occurs when it has meaning for the individual. This means that in
learning activities teachers must not force material that is not liked by
students. So students learn according to what they want without the
slightest coercion. Actually this happens is nothing but the inability of
someone to do something that will not provide satisfaction for him.
So the teacher must better understand student behavior by trying to
understand the world of students 'perceptions so that if they want to
change their behavior, the teacher must try to change students' existing
beliefs or views. Internal behavior distinguishes one person from
another. Combs believes that many teachers make the mistake
of assuming that students want to learn if the subject matter is
organized and presented as it should. Though the meaning is not
integrated into the subject matter. So what is important is how to bring
students to gain meaning for themselves from the subject matter and
relate it to their lives.
Arthur W. Comb is a humanist, he believes that inner behavior
such as feelings, perceptions, beliefs, and intentions make someone
different from others. To understand other people, we must see other
people's world as he feels and thinks about himself. Education can
understand the behavior of students if he knows how students perceive
their actions in a situation. What seems strange to us may not be
strange to others. In learning according to humanistic psychologists, if
students get new information that information is personalized in
themselves. It is very wrong if educators assume that students will
learn easily if teaching materials are neatly arranged and delivered
properly. Because students themselves absorb and digest the
lesson. The problem in teaching is not how the teaching material is
delivered, but how to help students reap the meaning and meaning
contained in the teaching material. If students can link teaching
materials with their lives, educators may be encouraged because their
mission has been successful (Herpratiwi, 2009: 45).
Combs gives a picture of one's self and world perception as two
circles (big and small) which are centered at one. The small circle is a
picture of self-perception and the big circle is the perception of the
world. The farther the events are from self-perception, the less
influence they have on behavior. So, things that have a little
relationship with themselves, the more easily it is forgotten by students
(Sukardjo and Komarudin, 2009: 58).
2. Maslow
Maslow's theory is based on the assumption that in individuals
there are two things: a positive effort to develop; the power to resist or
reject that development.
Maslow argued that individuals behave in an effort to meet
hierarchical needs. In each person has a variety of feelings of fear such
as fear of trying or developing, afraid to take the opportunity, fear of
endangering what he already has and so on, but on the other hand a
person also has the drive to move forward towards wholeness,
uniqueness of self , towards the functioning of all abilities, towards
self-confidence in facing the outside world and at that moment he can
accept himself.
The theory that is best known is the theory of Hierarchy of Needs
(Maslow's hierarchy of needs) according to Maslow as follows.
a. for physiological / basic needs.
b. for the need for security and peace.
c. for the need to be loved and loved.
d. for the needs to be appreciated.
e. for the need for self-actualization (Herpratiwi, 2009: 49).
1) Physiological / basic / physical needs (Basic Needs)
such as eating, drinking and sleeping
2) The need for security and peace (Safety Needs) such as
health. Environmental safety and avoid disaster.
3) The need to be loved and loved (Belongingness Needs)
such as friendship, family and group.
4) Needs are valued (Esteem Needs) such as self-esteem
and appreciation of others.
5) The need for self-actualization (Self Actualization
Needs) such as morality, self-expression and creativity.
Maslow divides human needs into seven hierarchies. If someone
has been able to meet the first needs, such as physiological needs, then he
can want the needs that lie on it, is the need to get a safe race and so
on. Maslow's human needs hierarchy has important implications that must
be observed by the teacher when he teaches children. He said that this
attention and motivation for learning might develop if the basic needs of
the student had not been met.
In contrast to behaviorism which sees human motivation as an
attempt to meet human physiological needs or with Freudians who sees
motivation as a variety of sexual needs, humanistic views human behavior
as a mixture of lower or higher motivation. This gave rise to one of the
main characteristics of the humanistic approach, namely that what was
seen was the behavior of humans, other species. It would be very clear the
difference between the motivation that animals have. Maslow's
motivational needs hierarchy describes other human motivations,
competence, recognition, self-actualization as well as describing
motivation at a lower level, such as physiological and security needs
(Sukardjo and Komarudin, 2009: 60).
3. Carl Roger
A humanism psychologist who emphasizes the need for respect
and without prejudice in helping individuals overcome the problems of
their lives. According to Rogers, the most important thing in the
learning process is the importance of the teacher paying attention to
the principles of education and learning.
There are some basic assumptions of Rogers' theory are: Formative
tendencies; Everything in the world, both organic and non-organic, is
composed of smaller things; Trends in actualization; The tendency of
every living thing to move towards perfection or fulfillment of his
potential. Each individual has the creative power to solve the problem.
Rogerss distinguishes two types of learning, namely cognitive
(meaningfulness) and experiential (experience or significant). The
teacher connects academic knowledge into used knowledge, such as
learning machines with the aim of repairing cars. Experiental learning
refers to meeting the needs and desires of students. The quality of
experiential learning includes; student involvement personally,
initiative, evaluation by students themselves, and the effects that
imprint on students. According to Rogerss, the most important thing in
the learning process is the importance of the teacher paying attention
to the principles of education and learning, as follows.
a. Being human means having the natural strength to
learn. Students do not have to learn about things that are
meaningless.
b. Students will learn things that are meaningful to
themselves. Organizing learning materials means organizing
new materials and ideas as meaningful parts for students.
c. Organizing teaching materials means organizing new materials
and ideas as meaningful parts for students.
d. Meaningful learning in modern society learns about processes
(Sukardjo and Komarudin, 2009: 61).
C. IMPLICATIONS IN COUNSELING SERVICES
The application of humanistic theory refers more to the spirit or spirit
during the learning process that colors the methods applied. The thing that
becomes Science is experience. The experience referred to in this case is a
series of learning processes in which there are values of humanism and have
been passed by students.
Learning based on humanistic theory is suitable to be applied to learning
materials that are the formation of personality, conscience, attitude change,
and analysis of social phenomena. Indicators of the success of this application
are students feel happy, excited, take the initiative in learning and changes in
mindset, behavior and attitudes of their own volition. Students are expected to
be human beings who are free, brave, not bound by the opinions of others and
manage their own personal responsibility without reducing the rights of others
or violating rules, norms, discipline, or ethics that apply (Sukardjo and
Komarudin, 2009: 65) .
Humanistic psychology hopes that the teacher as a facilitator. Various
ways to facilitate learning and various quality facilitators, as follows.
1. The facilitator should pay attention to creating an initial atmosphere,
group situation, or class experience.
2. The facilitator helps to obtain and clarify individual goals in the class
as well as general group goals.
3. The facilitator believes there is a desire and each student to carry out
goals that are meaningful to him, as a driving force hidden in
meaningful learning.
4. The facilitator tries to organize and provide the most extensive and
easiest sources of learning for students to use to achieve their goals.
5. The facilitator places himself in a flexible resource that can be used by
the group.
6. In dealing with expressions in class groups, the teacher accepts both
intellectual nature, attitudes, feelings and responds in an appropriate
manner, both for individuals and for groups.
References
Ahmadi Abu, Drs.1983 . Psikologi Belajar. Surabaya: Bina Ilmu.
Hergenhahn, B. R. & Olson, M.H. 2009. Theories of Learning (Teori Belajar).
Terjemahan oleh Tri Wibowo B.S. cetakan ke II. Jakarta: Kencana.
Irham Muhammad, 2013. Psikologi Pendidikan. Depok, Sleman, Jojakarta: Ar
Ruzz Media.
Mahmud Dimyati, Drs. 2009. Psikologi Pendidikan .Yogyakarta: BPFE
