Analysis of the Implementation of PAI Learning in the Perspective of Jurgan Habarmes Humanism Theory

Abstract

Islamic Religious Education has a strategic role in shaping students’ character, critical reasoning, and humanitarian awareness from the elementary education level. This study aims to analyze the implementation of Islamic Religious Education learning at SDN 106 Kendari through the perspective of Jurgen Habermas’ humanism theory which emphasizes rational, dialogical, and participatory communication as the basis for the formation of students’ critical awareness. This study uses a qualitative research design with a descriptive study type. The population was PAI/Pendidikan Agama Islam teachers and grade III students of SDN 106 Kendari, while the research instruments consisted of observation guidelines, interview guidelines, and documentation sheets. Data was collected through observation of learning activities, in-depth interviews with teachers and students, and analysis of learning documents. Data were analyzed using data reduction, data presentation, and conclusion drawing techniques based on the Miles et al. (2014). The results of the study showed that Islamic Religious Education learning at SDN 106 Kendari has integrated the principles of Habermas humanism through dialogical, open, and critical reflection learning. Teachers act as facilitators who provide space for students to discuss, ask questions, and connect Islamic teachings with their life experiences. These findings indicate that the application of a humanistic approach in Islamic Religious Education learning has positive implications for the formation of students’ spiritual and social character, as well as strengthening the function of religious education as a means of forming a faithful, rational, and humanist person.