PENGGUNAAN PENDEKATAN HUMANISTIK DALAM PEMBELAJARAN FIKIH UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR SISWA MTS AL-ISHLAH SUAKDAMAI NATAR LAMPUNG SELATAN

Abstrak

. This study aims to describe the use of a humanistic approach in Fiqh learning and its impact on improving students’ learning independence at MTs Al-Ishlah Suakdamai Natar, South Lampung, in the 2025/2026 academic year. The background of this study arises from the fact that Fiqh learning is still dominated by the lecture method, leading many students to be passive, less engaged, and highly dependent on the teacher. The humanistic approach is considered relevant because it emphasizes appreciation of students’ potential, provides freedom in learning, and creates a classroom atmosphere that is safe, comfortable, and empathetic. This research used a qualitative method with a descriptive design. The research subjects included the Fiqh teacher, students of grades VII and VIII, and the school principal, selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman’s interactive model.

The findings indicate that the teacher implemented several humanistic strategies, including building positive interpersonal relationships, giving students freedom to choose their learning methods, conducting group discussions, assigning exploratory tasks, encouraging self-reflection, and providing positive reinforcement through feedback and emotional support. These strategies effectively improved students’ learning independence, as evidenced by their increased initiative in seeking information, enhanced confidence in understanding material, improved time management skills, and greater responsibility in completing tasks. Students became more active, self-reliant, and less dependent on the teacher during the learning process.

The study concludes that the humanistic approach is effective in enhancing students’ learning independence in Fiqh learning. This approach not only helps students understand the material more meaningfully but also supports the development of independent and responsible learners. The findings are expected to serve as a reference for teachers and educational institutions in developing more humanistic and student-centered learning practices.