Filsafat Humanisme dan Iklim Sekolah Berbasis Kesejahteraan Psikologis Peserta Didik Humanist Philosophy and School Climate Based on Students' Psychological Well-Being

Harianti Wirapratama; Mahriyuni Mahriyuni

doi:10.37755/sjip.v12i1.2438

Authors

Harianti Wirapratama Pascasarjana Universitas Muhammadiyah Sumatera Utara
Mahriyuni Mahriyuni

DOI:

https://doi.org/10.37755/sjip.v12i1.2438

Keywords:

filsafat humanisme, filsafat pendidikan, iklim sekolah, kesejahteraan sekolah, school well being, peserta didik

Abstract

ABSTRACT

The main problem in contemporary education is the tendency of schools to emphasize academic achievement, administrative compliance, and measurable performance indicators, while the human dimension and students' psychological well-being often receive insufficient attention. This article aims to analyze humanist philosophy in education and its implications for developing a school climate centered on students' psychological well-being. The conceptual framework of this study is grounded in the ideas of Abraham Maslow on needs and self-actualization, Carl Rogers on person-centered education, Paulo Freire on humanization and critical dialogue, Nel Noddings on the ethics of care, Deci and Ryan on self-determination theory, Cohen on school climate, Konu and Rimpelä on school well-being, and Gert Biesta on the purposes of education. The method used is a literature study with a qualitative approach through philosophical-critical analysis of humanistic education, school climate, and psychological well-being literature. The findings indicate that a humanistic school climate is constructed through five main pillars: psychological safety, empathetic relationships, student autonomy, social connectedness, and self-actualization. These pillars affirm that schools should not merely function as spaces for knowledge transfer, but as ecosystems that are safe, caring, dialogical, just, and capable of enabling students to grow holistically. This article concludes that students' psychological well-being is central to humanizing education because meaningful education does not only produce academic achievement, but also forms individuals who are psychologically healthy, self-aware, empowered, caring, and responsible.

Keywords: humanist philosophy, philosophy of education, school climate, psychological well-being, school well-being, students.

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