IMPLEMENTASI TEORI HUMANISTIK CARL ROGERS DALAM PEMBELAJARAN BERPUSAT PADA PESERTA DIDIK (STUDENT - CENTERED LEARNING)

Abstract

The shift in the learning paradigm from teacher-centered learning to student-centered learning represents a response to the demands of modern education that emphasize the holistic development of students’ potential. Carl Rogers’ humanistic theory provides a strong philosophical and psychological foundation for student-centered learning through its emphasis on self-actualization, meaningful learning, and respect for individual uniqueness. This study aims to examine the implementation of Carl Rogers’ humanistic theory in student-centered learning, the role of educators in creating a supportive learning environment, its impact on learning processes and outcomes, and the challenges of its implementation in the Indonesian educational context. This research employs a literature review method with a descriptive qualitative approach by analyzing books, scholarly journals, and relevant educational policy documents. The findings indicate that student-centered learning aligns with Rogers’ principles, where educators act as facilitators who emphasize congruence, empathy, and unconditional positive regard. This approach positively influences students’ intrinsic motivation, higher-order thinking skills, and affective and social development. However, its implementation still faces challenges, including conservative educational paradigms, limited teacher competencies, exam-oriented evaluation systems, and resource constraints.