Implemention of Humaniststic Learning Theory on the Independent

Learning Curiculum in Harapan Kita Kindergarten Sungai Liku

Pesisir

Yessi Rifmasari, Maifit Hendriani and Jamaris

Ilmu Pendidikan, Universitas Negeri Padang, Padang, Indonesia

Keywords: Implementation, Humanistic Learning Theory, Mardeka Curriculum, Tk.

Abstract: This study discusses the application of humanistic learning theory in Harapan Kita Kindergarten. The

curriculum has a very important role in achieving the direction and goals of education. The independent

learning curriculum is one of the approaches that can be used in early childhood education. Students in this

humanistic learning theory are considered as subjects who are free to determine the direction of their life.

Learners are fully responsible for themselves in the educational process (Faiz & Kurniawaty, 2020). The

concept of independent learning designed by the Ministry of Education and Culture is related to the humanistic

learning theory pioneered by Abraham Maslow. Education or teachers must be able to carry out the curriculum

used in schools so that the teaching and learning process can be carried out. The purpose of this study is to

see the effect of the implementation of humanistic learning theory on the Independent Curriculum, learning

is stimulated from an early age. The Independent Curriculum prioritizes the needs and interests of students

according to the definition of independence. Through the Independent Curriculum which includes

extracurricular activities, and the Pancasila Student Profile Strengthening Project. Humanistic learning is

learning that optimizes the potential of children as human beings. In their activities, children fulfill their basic

needs in self-actualization. In the learning activities it can be seen that the children at Harapan Kita

Kindergarten are actively involved in playing and the teacher facilitates learning according to the interests

and needs of the children.

1 INTRODUCTION

The independent curriculum is a curriculum

development policy issued by the Ministry of

Education and Culture for the recovery of student

learning in schools. The independent curriculum is

implemented from the levels of PAUD, SD, SMP,

SMA, SMK, Special Education and Equality. The

essence of an independent curriculum is independent

learning. Freedom to learn is a vision built on the

thoughts of Ki Hajar Dewantara, who stated that

independence is an educational goal as well as an

educational paradigm that needs to be understood by

all stakeholders (Purba et al., 2021).

Minister of Education and Culture No. 22 of 2020

concerning the Strategic Plan of the Ministry of

Education and Culture for 2020-2024, in terms of

pedagogy, it is stated that the Freedom to Learn

policy will move away from a standardized approach

towards a heterogeneous approach that is more

complete, enabling teachers and students to explore a

growing body of knowledge. Students are learning

leaders in the sense that they are the ones who make

teaching and learning activities meaningful, so that

learning will be adjusted to the level of ability of

students and supported by a variety of technologies

that provide a personal approach to the progress of

each student's learning, without neglecting the

importance of aspects of socialization and working in

groups to foster social solidarity and soft skills.

This policy leads to the concept that students can

explore their individual interests and talents. The

Independent Curriculum Policy at the PAUD level

gives students the freedom to be able to move freely

choosing the activities they are interested in through

playing. Playing for early childhood is learning.

Learning is a process to explore, reason, think

critically and find new things from what you do.

Playing meaningful and fun for early childhood aims

to develop the effectiveness and capacity of the

child's brain. Freedom in choosing activities

342

Rifmasari, Y., Hendriani, M. and Jamna, J.

Implemention of Humaniststic Learning Theory on the Independent Learning Curiculum in Harapan Kita Kindergarten Sungai Liku Pesisir.

DOI: 10.5220/0012200800003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 342-347

ISBN: 978-989-758-669-9; ISSN: 2975-9676

according to interests is in line with humanistic theory

which views humans as subjects who are free and

independent to determine the direction of their lives.

Students act as the main actors (student centers) who

interpret the process of their own learning experience.

The process of students understanding their own

potential is expected to be able to develop their

potential positively and minimize negative potential

(Thobroni, 2015).

Humanistic theory encourages individual learning

where students can learn subject matter at their own

pace and in their own way of achieving goals.

Humanistic theory pays attention to individual

differences in the learning process. Personality

growth and individual development are a concern in

this theory (Aradea & Harapan, 2019). The main

concept in this humanistic learning theory is how

learning can humanize humans.

Humanistic learning is based on what is human

needs in everyday life. Humans are different from

other organisms and have physiological needs and

psychological needs. Maslow in Shahrawat and

Shahrawat (2017) put forward 5 (five) hierarchies of

human needs as basic needs that must be met by

humans in their lives. These human needs such as;

physiological needs, needs, safety, love, self-esteem,

and self-actualization.

Humanistic learning theory is a theory that aims to

humanize humans. Parties who are humanized in the

narrow sense are teachers and students. Teachers give

freedom to their students in choosing what they learn

according to their needs (Nasution, 2020; Nursikin,

2016; M Yusuf & Arfiansyah, 2021). Students in this

humanistic learning theory are considered as subjects

who are free to determine the direction of their lives.

Students are fully responsible for themselves in the

educational process (Faiz & Kurniawaty, 2020).

Students can develop critical and creative thinking

skills through meaningful learning. The concept of

independent learning designed by the Ministry of

Education and Culture seems to be related to the

humanistic learning theory that was pioneered by

Abraham Maslow long ago. Of course, this

relationship needs to be analyzed by means of a

supporting literature review for the two topics in

order to find common threads from these two hats.

The concept of independent learning that liberates the

minds of teachers and students is expected to be able

to humanize humans and become a place for students

to develop critical, innovative and creative thinking.

Based on the description of the background that has

been previously described, the problem at the heart of

this study is how the concept of independent learning

is designed by the Ministry of Education and Culture,

how is the theory of humanistic learning, and how is

the concept of independent learning in the perspective

of humanistic learning theory.

2 METHOD

The type of research used in this study is the research

method used is a qualitative descriptive method.

According to Sugiyono (2016) the qualitative

research method is a method used to examine the

condition of natural objects where the researcher is

the key instrument. According to Nazir (2014)

descriptive research examines the status of human

groups, objects, conditions, systems of thought or

current events with the aim of making systematic,

factual and accurate descriptive of the facts studied.

According to Nana Syaodih Sukmadinata (2011: 73),

qualitative descriptive research is intended to

describe and illustrate existing phenomena, both

natural and human-made, which pay more attention

to characteristics, quality, interrelationships between

activities. Data collection techniques used are

observation, interviews and literature/documentation

studies.

3 RESULTS AND DISCUSSION

According to Mulyasa (2012: 16) early childhood is

the first stage which is critical and crucial in the

process of growth and development of human

existence. Early childhood is a period of personality

development that will shape how children will live

their next life. The "golden age" is referred to as

childhood. "Golden Age is a very meaningful age for

children's lives in the future," claims Windayani

(2021:1). It serves as a basis for teaching children

how to develop a variety of cognitive, motor,

linguistic, social and other skills. Law No. 20 of 2003

concerning the national education system provides a

statement where early childhood is a coaching effort

for children aged birth to six years who use

Implemention of Humaniststic Learning Theory on the Independent Learning Curiculum in Harapan Kita Kindergarten Sungai Liku Pesisir

343

educational stimuli to increase physical and spiritual

development so that children are ready to continue on

to an advanced level of education. Early childhood is

defined by Windayani (2021: 3) as between the ages

of 0 and 8 years, shown in instructional programs in

kindergartens, family daycare facilities, private and

public preschools, kindergartens, and elementary

schools.

According to Syamsu (2007, 141) The uniqueness

of human attributes, especially those related to free

choice and self-development capacity, is highlighted

by humanistic theory, which can be understood as a

theoretical direction. According to the idea of

humanistic learning, students can reach their full

potential by making people like them more.

According to humanistic learning theory, learning is

successful when the learner is aware of his

environment and himself. Students must strive

throughout the learning process to gradually achieve

self-actualization. The purpose of this learning theory

is to understand learning activities from the side of

the actor not from the observer. Kartono and Gulo

(1987: 207) provide a statement where humanistic

psychology is a realm of psychology that places a

strong emphasis on treating individuals as whole

beings, emphasizing subjective awareness,

investigating significant human challenges, and

improving human life processes. According to Saam

(2010: 60), humanistic theory holds that individual

behavior is influenced by the way he views himself

and his environment, as well as by internal factors.

From a humanistic point of view, educators must

consider students' needs for affection. According to

the humanistic learning philosophy, students are more

compassionate, individual, and student-focused.

Dalyono (2007: 43) that the problem of how people

get influence and direction by the personal goals they

give to their own experiences is the essence of

humanistic psychology. Teachers in humanistic

schools believe that the preparation and presentation

of course material must take into account the

emotions and interests of students. According to

Sadulloh (2006: 173), humanistic psychology places

great emphasis on one's freedom of choice,

sensitivity, and personal accountability. Humanistic

psychology emphasizes individual accomplishments,

motivations, emotions, and desires, as its themes

suggest. Individual self-actualization, according to

this view, is the goal of education.

To achieve humanist education, learning patterns

or cultures should be applied in schools. This pattern

is an educational pattern that is positive and has

humanist values, such as a democratic education

pattern, an education pattern that pays attention to the

uniqueness of students in learning, an education

pattern that maintains harmonious relations between

school members, both between students and students,

teachers with teachers, as well as teachers with

students (Suswanto et al., 2015). The learning

principle in the Independent Curriculum is through

differentiated learning, namely the variety of services

from a review of differences in the characteristics of

students. Differentiated learning is learning that

accommodates, serves, and recognizes the diversity

of students in learning according to students'

readiness, interests, and learning preferences

(Tomlinson, Moon, Imbeau, 2015). Every learner has

various kinds of differences in abilities, experience,

talents, interests, language, culture, way of learning,

and many other differences. The learning process

needs to pay attention to the differences in students

and provide services that suit the needs of their

students. Providing services that are adjusted to the

level of readiness, interest and learning profile of

students (learning styles) is a form of liberating

students in learning. Freedom to learn means that

students are not required to be the same in all respects

as others. Each individual has their own space for

movement according to their characteristics and

needs. The freedom of movement to carry out

learning is in line with humanistic theories that lead

to humanizing humans. The direction of independent

learning for students is focused on how each

individual is influenced and guided by himself related

to his experiences. Independent learning provides

opportunities for students to obtain meaningful

learning. According to Ausubel (in Thobroni, 2015)

learning is said to be meaningful if the information

that students will learn is arranged according to the

cognitive structure that students have, so that students

can associate new information with their cognitive

structure.

The Independent Curriculum is an option or

alternative for schools depending on how well the

readiness of each school is in its implementation. This

shows that schools are not forced to use the Self

Curriculum in the part of their education program that

is not yet enrolled in a driving school. When it comes

to carrying out the curriculum and achieving its goals,

the teacher plays an important and vital role. The

ability to carry out and succeed in the teaching and

learning process using the curriculum used in schools

is a requirement for an educator. The success of

implementing the ongoing curriculum will be

measured by the teacher's ability to carry out the

curriculum. Whether the curriculum is used in

educational settings depends on the teacher's

knowledge and ability to understand the relevant

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

344

curriculum. According to Minister Nadiem, teachers

must first introduce children to the importance of

freedom of thought. According to Nadiem, learning

occurs as a result of the process of combining teacher

competencies at all levels with the existing

curriculum and basic competencies.

Technology can be used as a tool by educators to

facilitate the educational process. In addition,

students can also explore more knowledge and carry

out different learning processes. Learning in class can

be made more fun by implementing technology-based

learning innovations. In the current digitalization era,

almost all access to information and materials can be

found in cyberspace, both accessing pages and

applications. The Ministry of Education and Culture

is very aware of the current needs, because by

utilizing technology it can reach and distribute

policies more broadly, as well as optimize the

implementation of the Merdeka curriculum through a

differentiated learning process. During differentiated

learning, there must be classrooms that support an

environment where everyone in class is welcomed

and accepted, everyone respects each other, students

feel as safe as possible in their class

Teaching to achieve student success. There is a

real sense of equality by students. teachers and

students work together to succeed. Ulamoliddinova

2019: 321). The use of technology can be a teacher's

choice to carry out differentiation learning in the

classroom. According to, Li and Atkins in Genevieve

Marie Johnson (2010) note that exposure to

computers during the preschool years is associated

with the next child's school readiness which greatly

influences children's development. Kumtepe (2006)

observed that computer literate children assessed by

their teachers suggested that children's social skills

were higher than children who were less computer

proficient. According to Fischer and Gillespie in

Sharon A. (2004). Explaining the results of their

research in the Head Start class, showing that

programs in computers such as (1) computer software

can encourage children to explore and go beyond

their thinking, (2) computers are just another option

in class, (3) computers are a bridge for children to

think abstractly, and (4) computer technology can

stimulate behavior among children.

Humanistic psychology is the product of many

people and the synthesis of various ideas, especially

existential and phenomenological ideas. Humanistic

psychology is part of the universal humanistic

movement, which also includes social sciences,

education, biology, and the philosophy of science,

and is an expression of a larger view of the world.

According to Brewster Smith (1969), he was a

member of a larger movement that aspired to create a

human science that was also aimed at humans and

promised to be fair to human humanity. According to

humanistic thought, education must begin with the

aim of making human beings more like themselves.

Therefore, compared to learning psychology,

humanistic learning theory has a more abstract nature

and is more closely related to the study of philosophy,

personality theory, and psychotherapy. Content

learned from the learning process itself is a major

topic in humanistic theory. This learning theory

focuses more on educational ideas that help create the

perfect person and the best possible learning

environment. In other words, unlike other learning

theories, this theory is more concerned with the idea

of learning in the most ideal conditions than

understanding the actual learning process. This

humanistic notion can be observed in action in

Ausubel's learning strategy. According to his

understanding of learning, which is also part of this

cognitive school, learning is a meaningful integration.

Acquired knowledge is integrated with previous

knowledge and linked to newly learned topics.

Absorption of new knowledge on the existing

cognitive structure of learners depends on motivation

and desire on their part, therefore motivational factors

and emotional experiences are very decisive in the

learning process. According to humanistic theory,

any learning method can be applied as long as its goal

is to humanize humans, which includes maximizing

self-actualization, self-understanding, and self-

realization of learners.

The goal of humanism is in line with the goal of

designing the independent learning program, which is

to humanize humans (Yamin & Syahrir, 2020).

Teachers and students are free to determine learning

methods, methods, objectives, materials, and

assessment techniques as long as they are in

accordance with the goals set by the curriculum.

Teachers freely translate the curriculum according to

their wishes and creativity. The teacher determines

how to learn together with their students. There is

freedom of thought in this independent learning.

Teachers and students can actualize themselves

optimally so that the learning process takes place in a

meaningful and meaningful way. Understanding that

each student has differences is learning that is very

appropriate to the needs of students. That's why in

humanistic theory it is conveyed that teachers should

not blame students for a student's mistake before the

teacher conducts a further review regarding whether

the needs of students as human beings have been

fulfilled or not. Learning can be done anywhere both

in the classroom and outside the classroom. Learning

Implemention of Humaniststic Learning Theory on the Independent Learning Curiculum in Harapan Kita Kindergarten Sungai Liku Pesisir

345

becomes meaningful if learning can be done by

providing direct experience to students and in

accordance with the needs of students. Students are

not limited in exploring the environment with a full

sense of security so that students can maximize self-

actualization. Individual learning on the concept of

independent learning is in accordance with

humanistic theory where students learn according to

their abilities without being anxious compared to

other students. The role of the teacher here is as a

mover, moving weak students to become more

understanding by obtaining more training and

learning and moving students who already understand

competence to become richer with knowledge.

Individual success is largely determined by the

individual himself. Therefore, Rogers in Rachmahana

(2018) said that learning in humanistic learning

theory should not be excessively dependent on

anything by a student. Students recognize themselves,

know their weaknesses and strengths so they can get

the best way they choose to acquire the knowledge

demanded by the curriculum. Assessment on

humanistic theory is also in line with the concept of

independent learning where assessment is not only

carried out on results but also on the learning process.

Assessment also should not ignore aspects of the

attitudes that become the personality of students.

Assessment is not the only decision in determining

whether the learner is achieving or not. Assessment

must be carried out thoroughly and there is no ranking

system which causes a lot of anxiety for students and

parents of students. The ranking system will only

create gaps that lead to teacher subjectivity in

assessing individual students. In the process of

liberating students in thinking, a driving teacher is

needed who of course has gained freedom of thought.

Teachers need to guide and direct their students in

recognizing individual students so that students can

make the right decisions in determining how to learn

(BPK Penabur, 2020; Rezeki, 2020; Wijayanti,

2020). Teachers are no longer burdened with

administrative tasks so that teachers have more time

to explore the potential of themselves and their

students. The teacher is also not burdened with

making a lesson plan with many pages which can

make the teacher frustrated and tiring. Free learning

frees important figures in education, namely teachers

and students. Freedom of thought which is very

important is pursued first (Bentri & Hidayati, 2020;

Faizah, 2020; Manalu, 2020).

The independent learning curriculum is one of the

approaches that can be used in early childhood

education. Different teachers view the Independent

Curriculum differently. The notion that the

Independent Curriculum prioritizes the needs and

interests of students is in line with the definition of

independence. The New Paradigm Independent

Curriculum aims to develop students to become

lifelong learners through learning. An important

feature of the Pancasila Student Profile includes

lifelong learners. Through the Independent

Curriculum which includes extracurricular programs,

and the Pancasila Student Profile Strengthening

Project, the learning process with a new paradigm is

carried out in PAUD. Meanwhile, there are

extracurricular programs other than PAUD. This is in

line with the characteristics of PAUD learning which

believe that every child has a distinctive appearance

and has the potential for both strengths and

weaknesses. Supriano's assertion, Director General of

GTK, that the curriculum concept gives schools

independence to interpret the basic competences of

the curriculum itself and become an assessment for

each school, supports the PAUD teacher's perception

that an independent curriculum is a dynamic

curriculum. The evolution of an increasingly

sophisticated and dynamic era is the cause of

curriculum adjustments. The curriculum is adaptive

and dynamic, constantly changing by taking into

account the characteristics of students and building

competencies according to their current and future

needs. One option in the effort to restore learning for

educational units is the Independent Curriculum. The

findings indicate that instructors are more inventive

learners because of the Self-Curriculum. The function

of the curriculum for teachers, aims to assist students

in learning. Teachers are now more creative and

flexible in designing their activities to achieve

student-centered learning goals thanks to the

Pancasila Student Profile Strengthening Project

activities. Teachers can concentrate on improving

learning outcomes in early childhood through the

Independent Curriculum. Learning outcomes in

PAUD based on Ministerial Decree 033/H/KR/2022

include identification, basic literacy skills, arithmetic,

science, technology, engineering, and art. They also

incorporate religious and ethical principles.

4 CONCLUSIONS AND

SUGGESTIONS

The implementation of Independent Curriculum as

proclaimed by the Minister of Education and Culture

becomes means of improvement and development

sustainable education unit especially the students and

educators. This can be seen from the concept and the

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

346

advantages of independent curriculum, the

implementation of independent curriculum through

teacher’s teaching module as well implementation in

learning. Humanistic learning is a learning theory that

treats students as active participants in the learning

process. The idea of a humanistic learning process

that pays attention to what is needed and interests of

students is a fundamental idea in the field of

education. Teachers are more inventive in class due

to Self Curriculum. The goal of a teacher's curriculum

is to direct student learning. Teachers are now more

creative and flexible in designing their activities to

achieve student-centered learning goals thanks to the

Pancasila Student Profile Strengthening Project

activities. Teachers can concentrate on improving

learning outcomes in early childhood through the

Independent Curriculum. According to Ministerial

Decree 033/H/KR/2022, learning outcomes for

PAUD must cover identification, basic literacy skills,

mathematics, science, technology, engineering, and

arts. These results are consistent with instructors

stimulating play and offering carefully planned

learning through stimulation in carefully planned

situations to maximize the potential of young

children. The idea behind incorporating early

childhood education into the curriculum calls for

convenience for practitioners and the general public.

Suggestion

Related to the implementation of the independent

curriculum, the sustainable monitoring and coaching

by the centraland local government can be done in

accordance concept that has been developed so that

there is education equity, achievement of the goals of

national education and reinforcement of the profile of

Pancasila student.

REFERENCES

Darsono, Max. 2001. Belajar dan Pembelajaran.

Semarang: IKIP Semarang Press

Kartono, K dan Gulo, D. 1987. Kamus Psikologi. Bandung:

CV Pionir Jaya.

Mulyasa. 2012. Manajemen Pendidikan Karakter. Jakarta:

PT Bumi Aksara

Purwo, Bambang Kaswanti. 1989. (ed.).PELLBA 2:

Pertemuan Linguistik Lembaga Bahasa Atma Jaya.

Jakarta: Lembaga Bahasa Unika Atma Jaya.

Kartono, K dan Gulo, D. 1987. Kamus Psikologi. Bandung:

CV Pionir Jaya.

Saam, Zulfan dan Wahyuni, Sri. 2012. Psikologi

Keperawatan. Jakarta: Rajawali Pers.

Sadulloh, Uyoh. 2006. Pengantar Filsafat Pendidikan.

Bandung: Alfabeta.

Soemanto, Wasty.1998. Psikologi Pendidikan. Jakarta: PT.

RajaGrafindo Persada

Sudarsono, Kamus. 1993. Filsafat dan Psikologi. Jakarta:

Rineka Cipta.

Uno, Hamzah B.2006. Orientasi Baru Dalam Psikologi

Perkembangan. Jakarta: Bumi aksara

Windayani. 2021. Teori Dan Aplikasi Pendidikan Anak

Usia Dini. Aceh: Yayasan Penerbit Muhammad Zaini

Yaswinda. 2019. Model Pembelajaran Sains Berbasis

Multisensory Ekologi (PSB MUGI) Bagi Anak Usia

Dini. Jawa Barat: Edu Publisher

Zuriah, Nurul.2006. Metodologi Penelitian Sosial dan

Pendidikan Teori-Aplikasi. Jakarta: Bumi Aksara.

Sudarsono, Kamus. 1993. Filsafat dan Psikologi. Jakarta:

Rineka Cipta.

Uno, Hamzah B.2006. Orientasi Baru Dalam Psikologi

Perkembangan. Jakarta: Bumi aksara

Windayani. 2021. Teori Dan Aplikasi Pendidikan Anak

Usia Dini. Aceh: Yayasan Penerbit Muhammad Zaini

Yaswinda. 2019. Model Pembelajaran Sains Berbasis

Multisensory Ekologi (PSB MUGI) Bagi Anak Usia

Dini. Jawa Barat: Edu Publisher

Zuriah, Nurul.2006. Metodologi Penelitian Sosial dan

Pendidikan Teori-Aplikasi. Jakarta: Bumi Aksara.

Implemention of Humaniststic Learning Theory on the Independent Learning Curiculum in Harapan Kita Kindergarten Sungai Liku Pesisir

347