Implementation of Humanistic Theory in the Development of Al-Islam and Kemuhammadiyahan Curriculum at Muhammadiyah Schools

This qualitative research aims to find out what form of implementation of humanistic theory in the development of Al-Islam and Kemuhammadiyahan curriculum in Muhammadiyah schools, especially in Yogyakarta, Indonesia. In fact, this form of implementation is very important because it can form students to have a high social attitude, mutual respect, foster togetherness and ukhuwah Islamiyah so that education in schools can understand the potential possessed by students not only in the cognitive field but more emphasized in social aspects. This research was conducted at the Muhammadiyah School Yogyakarta and aimed to find out how far the application of this theory has been beneficial to the development of student learning in schools. In fact, educators or teachers in Yogyakarta have more or less applied the theory of humanism related to the development of AIK material to increase students' sense of care with fellow friends and the existing school environment. Conducted in field research, a qualitative approach is used, along with a descriptive approach to try to explain and identify in depth related to how the implementation of theory in learning humanistically by Carl R Rogers about Islamic religious learning with the application of humanism theory in the strategy of Al-Islam and Kemuhammadiyahan teachers, especially in responding to students who continue to follow the current times, namely by approach each individual so as not to be too late in bad habits and most importantly is that every teacher in the school teachers of Al-Islam and Kemuhammadiyahan in particular provide examples or habituation to behave well in activities in the school environment. This study also uses an ethnomethodological approach related to cases that occurred in the Muhammadiyah School environment in Yogyakarta. The research data was obtained using respondents of a teacher who teaches Al-Islam and Kemuhammadiyahan subjects who have implemented humanistic theory in learning in schools.