[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-668738-113":3,"detail-sidebar-cat-1-id-113":79,"doc-detail-668738-id":113},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},113,"id","implementation-of-humanistic-theories-of-maslow-and-rogers-in-sociology-learning-in-secondary-schools-in-gowa-district","IMPLEMENTASI TEORI HUMANISTIK MASLOW AND ROGERS DALAM PEMBELAJARAN SOSIOLOGI PADA SEKOLAH MENENGAH DI KABUPATEN GOWA","","Pendekatan pembelajaran yang masih berpusat pada guru menyebabkan pembelajaran cenderung teoritis dan memberi ruang terbatas bagi siswa untuk mengeksplorasi realitas sosial secara mandiri. Penelitian deskriptif kualitatif ini mengeksplorasi penerapan teori humanistik (Maslow dan Rogers) dalam pembelajaran Sosiologi serta implikasinya bagi peserta didik. Penelitian dilakukan di SMAN 22 Gowa pada tahun ajaran 2025/2026 dengan subjek satu guru Sosiologi dan lima siswa kelas XI IPS. Pengumpulan data menggunakan observasi, wawancara semi-terstruktur, angket, dan studi dokumen, dianalisis dengan Miles & Huberman (1994). Hasil menunjukkan pembelajaran humanistik lebih bermakna, humanis, dan berpusat pada peserta didik, meningkatkan partisipasi aktif melalui perhatian pada hierarki kebutuhan seperti rasa aman, penghargaan, dan aktualisasi diri.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/id/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/id/template/umum/","Umum",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/id/template/implementation-of-humanistic-theories-of-maslow-and-rogers-in-sociology-learning-in-secondary-schools-in-gowa-district/668738/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/implementation-of-humanistic-theories-of-maslow-and-rogers-in-sociology-learning-in-secondary-schools-in-gowa-district/668738.png","ImageObject",442,249,{"name":42,"@type":43},"GGG","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"Mengapa pendekatan yang berpusat pada guru dinilai kurang sesuai dalam pembelajaran Sosiologi?","Question",{"text":61,"@type":62},"Karena pembelajaran menjadi terlalu teoritis dan kurang memberi ruang bagi siswa untuk mengeksplorasi realitas sosial secara mandiri.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Bagaimana fokus penelitian ini terkait teori humanistik Maslow dan Rogers?",{"text":66,"@type":62},"Penelitian mengeksplorasi bagaimana teori humanistik diterapkan dalam pembelajaran Sosiologi serta implikasinya bagi peserta didik.",{"name":68,"@type":59,"acceptedAnswer":69},"Apa metode pengumpulan dan analisis data yang digunakan dalam penelitian?",{"text":70,"@type":62},"Pengumpulan data memakai observasi, wawancara semi-terstruktur, angket, dan studi dokumen; analisis menggunakan Miles & Huberman (1994) dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},668738,1793499133,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,98,102,106,110],{"id":83,"doc_module":22,"doc_module_name":25,"category_name":84,"show_sort_weight":4,"slug":85},178,"Faktur","faktur",{"id":87,"doc_module":22,"doc_module_name":25,"category_name":88,"show_sort_weight":4,"slug":89},192,"Formulir","formulir-192",{"id":91,"doc_module":22,"doc_module_name":25,"category_name":92,"show_sort_weight":4,"slug":93},180,"Media Sosial","media-sosial",{"id":95,"doc_module":22,"doc_module_name":25,"category_name":96,"show_sort_weight":4,"slug":97},179,"Poster","poster",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":4,"slug":101},176,"Presentasi","presentasi",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":4,"slug":105},177,"Resume","resume",{"id":107,"doc_module":22,"doc_module_name":25,"category_name":108,"show_sort_weight":4,"slug":109},182,"Surat","surat-a95d00d3aaf04f3b854ecf140f00d385",{"id":111,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":4,"slug":112},183,"umum-07d1ff437201438088836b2b1ed3c90f",{"code":4,"msg":80,"data":114},{"doc_id":77,"user_id":115,"nickname":42,"user_avatar":116,"doc_module":22,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":117,"file_id":118,"file_url":119,"file_type":120,"file_size":121,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":122,"language":123,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":124,"faqs":125,"seo_title":126,"seo_description":12,"update_tm":78,"read_time":127},962093532725,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","AL-IRSYAD  \nJournal of Education Science  \ne-ISSN: 2828-0830 Homepage: [https://ejurnal.stkipddipinrang.ac.id/index.php/jse](https://ejurnal.stkipddipinrang.ac.id/index.php/jse)  \nIMPLEMENTASI TEORI HUMANISTIK MASLOW AND ROGERS DALAM PEMBELAJARAN SOSIOLOGI PADA SEKOLAH MENENGAH DI KABUPATEN GOWA  \nThe Implementation of Maslow and Rogers Humanistic Theories in Sociology Learning Practices in Middle School in Gowa District  \nNur Sandi1*, Suardi2  \nUniversitas Muhammadiyah Makassar, Indonesia 1,2  \n*Corresponding Author: [elangsandi25@gmail.com](elangsandi25@gmail.com)  \nArticle Submission:  \n25 December 2025  \nArticle Revised:  \n29 December 2025  \nArticle Accepted:  \n30 December 2025  \nArticle Published:  \n01 Januari 2026  \nABSTRACT  \nA teacher-centered learning approach causes learning to tend to be theoretical and provides limited opportunities for students to independently explore social realities. Learning should not only be directed towards mastery of the material, but also towards the development of personality, character, and the overall well-being of students. This study is a qualitative descriptive study aimed at exploring how the application of humanistic theory in Sociology learning at school takes place and its implications for students. The study was conducted at SMAN 22 Gowa, Jl. Pelita Tamannyeleng, Barombong District, Gowa Regency, South Sulawesi, in the 2025/2026 academic year. The sample was taken using a purposive technique. The research subjects were one Sociology teacher and five eleventh-grade IPS students. Data collection techniques included observation, semi-structured interviews, questionnaires, and document studies. The data analysis technique used was Miles & Huberman's (1994) interactive analysis, which includes three main steps: data reduction, data presentation, and conclusion drawing. The results of the study indicate that the application of humanistic learning based on Maslow & Rogers' theory in sociological learning can create a more meaningful, humanistic, and student-centered learning process. Learning that pays attention to the hierarchy of student needs, such as safety, esteem, and self-actualization, has been shown to increase active student participation in the sociological learning process.  \nKeywords: Humanism, Humanistic Theory, Meaningful Learning, Sociology Learning  \nABSTRAK  \nPendekatan pembelajaran yang masih berpusat pada guru menyebabkan pembelajarancenderung teoritis dan kurang memberikan ruang bagi siswa untuk mengeksplorasi realitassosial secara mandiri. Pembelajaran seharusnya tidak hanya diarahkan pada penguasaan materi, tetapi juga pada perkembangan karakter dan keterampilan sosial peserta didik secara menyeluruh. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan mengeksplorasi bagaimana penerapan teori humanistik dalam pembelajaran Sosiologi di  \nsekolah serta implikasinya bagi peserta didik. Penelitian ini dilaksanakan di SMAN 22 Gowa Jl. Pelita Tamannyeleng, Kec. Barombong, Kabupaten Gowa, Sulawesi Selatan, tahun ajaran 2025/2026 . Sampel penelitian diambil dengan menggunakan teknik Purposive. Subyek penelitian adalah satu orang guru Sosiologi dan lima orang siswa kelas XI jurusan IPS. Teknik pengumpulan data melalui observasi, wawancara semi-terstruktur, angket, dan studidokumen.Teknik analisis data yang digunakan adalah analisis interaktif Miles & Huberman (1994) yang meliputi tiga langkah utama: reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan pembelajaran humanistik berdasarkan teori Maslow& Rogers pada pembelajaran sosiologi mampu menciptakan proses pembelajaranyang lebih bermakna, humanis, dan berpusat pada peserta didik. Pembelajaran yang memperhatikan hierarki kebutuhan peserta didik, seperti rasa aman, penghargaan, danaktualisasi diri, terbukti meningkatkan partisipasi aktif siswa dalam proses pembelajaran sosiologi.  \nKata Kunci: Humanisme, Pembelajaran Bermakna, Pembelajaran Sosiologi, Teori ","cbCaikljqhTfAo5b","https://ap.wps.com/l/cbCaikljqhTfAo5b","pdf",604237,14,"Indonesian","# PENDAHULUAN\n## Pembelajaran Sosiologi dan kebutuhan pendekatan yang relevan\n## Pendidikan humanistik dalam pendidikan modern\n## Peran guru dan karakteristik pembelajaran humanistik","[{\"question\":\"Mengapa pendekatan yang berpusat pada guru dinilai kurang sesuai dalam pembelajaran Sosiologi?\",\"answer\":\"Karena pembelajaran menjadi terlalu teoritis dan kurang memberi ruang bagi siswa untuk mengeksplorasi realitas sosial secara mandiri.\"},{\"question\":\"Bagaimana fokus penelitian ini terkait teori humanistik Maslow dan Rogers?\",\"answer\":\"Penelitian mengeksplorasi bagaimana teori humanistik diterapkan dalam pembelajaran Sosiologi serta implikasinya bagi peserta didik.\"},{\"question\":\"Apa metode pengumpulan dan analisis data yang digunakan dalam penelitian?\",\"answer\":\"Pengumpulan data memakai observasi, wawancara semi-terstruktur, angket, dan studi dokumen; analisis menggunakan Miles \\u0026 Huberman (1994) dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan.\"}]","IMPLEMENTASI TEORI HUMANISTIK MASLOW AND ROGERS DALAM PEMBELAJARAN SOSIOLOGI PADA SEKOLAH MENENGAH DI KABUPATEN GOWA | PDF",5]