PENERAPAN PENDEKATAN HUMANISTIK DALAM PEMBELAJARAN MATEMATIKA UNTUK MEMBANTU PEMAHAMAN KONSEP ABSTRAK PADA SISWA SD/MI
Abstract
Mathematics is an abstract subject that is often difficult for elementary school students to understand because it is not fully aligned with their cognitive development stage. Therefore, an appropriate learning approach is needed to help students understand mathematical concepts more easily and meaningfully. This study aims to examine the implementation of a humanistic approach in mathematics learning to help elementary school students understand abstract concepts. This study employed a qualitative approach using the library research method through the analysis of various relevant scientific sources, including journals, books, and previous studies. The findings indicate that the humanistic approach, which emphasizes student-centered learning, emotional involvement, and meaningful learning experiences, is able to create a comfortable learning environment and improve students' learning motivation. In addition, the use of contextual learning, concrete media, and experience-based learning strategies helps students connect mathematical concepts with everyday life, making abstract concepts easier to understand. The humanistic approach also contributes to increasing students' confidence, active participation, and positive attitudes toward mathematics learning. Thus, the humanistic approach is considered effective and meaningful in mathematics learning for elementary school students, both cognitively and affectively.
References
Alkhasanah, N. (2022). Teori Belajar Humanistik dalam Pembelajaran Matematika SD. 14(02). https://doi.org/10.21137/jpp.2022.14.2.2
Ayi Abdurahman. (2024). Buku Ajar Teori Pembelajaran.
Budiastuti, E. (2021). Model Advance organizer dengan Pendekatan Humanistik : Upaya Meningkatkan Pemahaman Relasional Siswa SMK pada Materi Program Linear. 5(1), 65–80.
Dasar, S. S. (2024). Corresponding Author*. 09.
Didik, P., Mi, D. I., Huda, N., & Badung, J. (2025). No Title. 10, 275–292.
Fedi, S., Kurnila, V. S., Susanti, V. D., Hutneira, R., & Tahun, P. (2021). Pembelajaran Matematika Berbasis Filsafat Humanis. 5, 10090–10104.
Hendriani, M., & Padang, U. N. (2023). PENDEKATAN OPEN ENDED PADA PEMBELAJARAN. 4(1), 70–78.
Journal, E. (2022). EduBase : Journal of Basic Education Pentingnya Menerapkan Teori Belajar Humanistik dalam Pembelajaran untuk Meningkatkan Hasil Belajar Peserta Didik Pada Jenjang Sekolah Dasar. 3, 47–59.
Kamalia, N. S., Methalin, A., Puspita, E., & Purwoko, B. (2025). Humanistic Activity Design Needs Based on Ki Hajar Dewantara ’ s Philosophy for Elementary Students ’ Critical and Creative Thinking. 292–299.
Kosasih, L., & Nirmala, S. D. (2025). Implementation of Humanistic Approach in Mathematics Learning Process and its Impact on Learning Motivation in Elementary School. 52–59.
Majid, A. A., Mariana, N., & Fitri, R. (2025). Analisis Pengalaman Belajar Meaningful Learning Melalui Transformasi Matematika Tauhid. 8, 357–370.
Nasenda, A. G. (2024). Literasi Matematika Siswa Ditinjau dari Self-Efficacy pada Model Pembelajaran Project Based Learning Pendekatan Humanistik dalam Implementasi Kurikulum Merdeka. 7(September), 10117–10123.
Nirmala, S. D., & Terbuka, U. (2025). Pengaruh Model Peer Teaching Berorientasi Humanistik pada Pembelajaran Matematika. 2(5), 1–9.
Pendidikan, J. P., Amir, N. A., Kamaruddin, S., & Sinring, A. (2024). Humanistic Learning Approach in Internalizing Students ’ Character in Elementary Schools. 30(2), 283–289. https://doi.org/10.30587/didaktika.v30i2.9012
Sari, T. P., Satrisno, H., & Fitri, Y. (2025). Pendekatan humanistik dalam pembelajaran pai untuk meningkatkan empati dan kecerdasan emosional siswa.
Susanto, E. (2025). No Title. Pendekatan Humanistik Dalam Pembelajaran Matematika Untuk Meningkatkan Sikap Positif Siswa, 2, No 2.
Tegal, B., Tegal, B., Tegal, B., & Tegal, B. (2024). Understanding Motivational Dynamics in Elementary Mathematics Extracurricular Activities from a Humanistic Education Perspective. 22(4), 45–61.
