HUMANISME DALAM FILSAFAT PENDIDIKAN: PENGEMBANGAN POTENSI, MORAL, DAN EMOSIONAL INDIVIDU

Abstract

Curriculum standardization and the modernization of current schooling systems tend to make the teaching and learning process highly mechanistic. Consequently, students' personal uniqueness and human dimensions are often sidelined in pursuit of mere numerical targets. This study aims to examine the role of humanistic educational philosophy in facilitating the development of students' potential, moral character, and emotional maturity. Utilizing a qualitative method based on a literature review, this article dissects and synthesizes Western humanistic psychology theories with religious (theocentric) humanism concepts relevant to the Indonesian educational context. The results indicate that a humanistic approach demands a fundamental shift in the teacher's role, from a sole instructor to a facilitator. The actualization of student potential can be optimally achieved if their basic psychological needs are met at school. Furthermore, the integration of cognitive and affective aspects is proven to strengthen both the emotional maturity and moral integrity of students. This study concludes that reinforcing humanistic principles, whether through policies such as Merdeka Belajar (Freedom to Learn) or character-based curricula, serves as a vital ethical anchor for safeguarding human values in the digital era.

Keywords: Educational Philosophy, Theocentric Humanism, Potential Development, Moral Character, Emotional Maturity.