of his life are only directed at one goal, namely the sustainability and improvement of the

existing system, the system is none other than capitalism. Engaging in this one goal means

eliminating and suppressing other dimensions that are disapproving of and incompatible with

neglects efforts to strengthen moral and religious life (Al-Jamil, 1992).

education in two perspectives, namely the psychological perspective and the philosophical

perspective.

collected from various literature to generate the most plausible and contextual findings, along

with discussion and conclusion.

cultural politics as well as in education. In influencing or dominating education from a

psychological perspective, there are at least 4 views on learning theory.

that learning is carried out with instrumental control of the environment. The teacher conditions

such that students are learning or students want to learn. Thus, carried out by conditioning,

habituation, imitation. Rewards and punishments are often offered in learning. The sovereignty

behavior is controlled by rewards or strengthening of the environment. Thus, learning behavior

has a close relationship between behavioral reactions and the stimulus (Tadjab, 1994).

manifested in the movement of body parts or in behavior. This behavioral theory asserts that

in studying individuals what should be done is to test and observe their behavior and not

observe the activities of the inside of their bodies (Nurani, 2001).

the behavioristic tradition there is a growing belief that development is an observable behavior

that is learned through experience and the environment (Desmita, 2005).

namely teaching and learning, is relatively low. The sovereignty of students in learning is

relatively high, thus making the sovereignty of teachers relatively low (Imran, 1996).

theory. If in behavioristic learning is an instrumental control carried out by the environment,

in the view of humanistic psychology, it is the opposite. That learning is done by giving

maximum freedom to individuals (Imran, 1996).

one another. The diversity that exists in children should be strengthened. Thus, an educator or

teacher is not tasked with shaping children into human beings as desired, but strengthening the

vision that already exists in the child himself. For this reason, an educator first helps children

the new information is personalized into them. It is wrong if educators assume that students

will learn easily if teaching materials are neatly arranged and delivered well, because students

themselves absorb and digest the lesson. The problem in learning is not how the teaching

materials are delivered but how to help students pick the meanings and meanings contained in

the teaching materials. If students can relate teaching materials to their lives, educators can be

heartened because their mission has been successful (Suwarna, 2006).

process that occurs within the individual that involves all aspects of the existing domains, both

cognitive, affective and psychomotor. The humanistic approach to learning is an emphasis on

the importance of emotions, open communication, and the values that each student has for

in realizing their potential.

views. Thus, in cognitive theory learning is a combination of personal effort with instrumental

control that comes from the environment. Therefore, the suitable learning method in this view

is experimentation. Which resulted that in the view of behavioristic psychology the

responsibility of students in learning is low while the responsibility of teachers is high. On the

other hand, in humanistic view, the teacher's responsibility is low, while the student's

responsibility is high. Meanwhile, from a cognitive perspective, the responsibilities of teachers

learned, what is remembered and what is easily forgotten (Suwarna, 2006).

theory. According to this theory, learning is seen as a process of processing information in the

human brain. While the processing by the human brain itself begins with observing (sensing)

the information that is in the human environment, storing, symbolizing/coding/encoding the

stored information, and after forming an understanding, it is then issued again by the learner.

is a totality effort from the individual, because the totality is more meaningful than the parts.

of ideas or thought processes. So that every experience is always structured. Every response

that a person gives to a simultaneous is not actually directed to a part but is directed to

something complex (Suwarna, 2006).

actively trying to achieve goals, that individuals act on influences inside and outside the

individual. If someone learns he gets insight (Imran, 1996). Insight is obtained when he sees a

certain relationship between the various elements in the situation so that the relationship

becomes clear to him and thus solves the problem (Nasution, 1995).

the theory of learning in modern education more dominated by the west? First, if we learn about

the history of the development of science, we can't help but look back at the development of

empirical science has proven its prowess so that it forces developing countries in this case

Islamic countries to take it as a new paradigm. Thomas Kuhn explains the concept of a

paradigm, namely: that in a certain period, social science is dominated by a paradigm,

then that paradigm declines, and is replaced by a new paradigm. That is why the development

of social science, occurred in a revolution (Arifin, 2003).

world. According to Whitehead, there was a major reason for the decline. The reason is the

stagnation that befell religious life. This stagnation is revealed from the conservatism and

defensive attitude of the clergy in the face of changes in society caused by the development of

science and technology(Sudarminta, 1994).

is very suitable and appropriate when applied when students are not active or lack material due

to lack of reading. In addition, this theory is able to motivate students by

providing rewards and punishments so that learning becomes active. If students' good behavior

is rewarded, the behavior tends to be maintained and even improved, while students who make

mistakes will get punishment from the teacher. so that students do not repeat their disgraceful

actions. Meanwhile, the weakness of the behavioristic theory tends to be that students are not

creative and unproductive. Because the most active is the teacher so that the creativity and

activeness of students becomes low.

creative, and productive so that in every learning the teacher functions as a facilitator and

the teacher in providing direction. While the weakness of the humanistic learning theory is that

the teacher is only the umpteenth person because the teacher is no longer the only source of

learning and in the end the teacher does not get his role as an educator.

and humanistic theories, has the advantage of being able to create balanced learning and

activeness in the learning process, which ultimately makes the class active both between

teachers and students so that learning is smooth and orderly. However, the weakness of this

theory is that in getting results from the learning process, from the behavioristic theory, the

teacher is active and makes students less than optimal, while the humanistic theory makes

students more active than the teacher. there is no dominant teacher and student and finally the

learning outcomes are also rather maximal, namely moderate.

science and technology through the education system that is so rapid in the West, is also

accompanied by the emergence of a generation that actually degrades its own human dignity

(Dehumanization).

offered by the west, but discard various thoughts that deviate from religious thought. Why is

the science of education as human findings is relative, because human education depends on

religion and science are two entities that cannot be reconciled. In other words, science does not

care about religion and religion does not care about science. That is a picture of educational

practice and scientific activities in the country today with various negative impacts caused and

felt by the wider community. Therefore, inappropriate assumptions need to be corrected and

oneself, and the environment, both physical, social and cultural globally. This set of rules,

general values and basic principles is what is actually called Shari'a. The holy book of the

Qur'an which was revealed is a guide to ethics, morals, morals, wisdom and can become the

theology of science and the Grand Theory of Science. Wahyu never claims to be

this foundation is very influential for the epistemological building, the classification system,

and the methodology it uses. The doubt or rejection of many Western scientists towards

the metaphysical world has led to the limitation of the scope of science to sensory objects or

mere material substances (materialism – secularism). Science then only deals with observable

entities. Science that is positivist-empirical eventually produces an ethical view that is free of

value.

a Theoanthropocentric - Integralistic approach (Abdullah, 2002). Theoanthropocentrism is a

view that recognizes the combination of two kinds of sources of knowledge, namely knowledge

that comes from God and knowledge that comes from humans. Integralistic is a change in the

benefit, harm). The dimension of axiology in theology of science is important to underline,

before humans go out to develop science. The rest is the human right to think about the internal

dynamics of science. In addition to scientific ontology (Whatness), scientific epistemology

(Howness), religion emphasizes the axiological dimension of science (Whyness).

along with the prototype of the integrative scientist it produces. An example can be taken from

the science of Islamic Economics, where it is clear that there is a unifying practice between

God's revelation and the findings of the human mind. There are BMI (Bank Muamalat), BNI

Syariah Bank, agrobusiness, transportation, marine, and so on. Religion provides ethics in

economic behavior including profit sharing (Al-Mudharabah), and cooperation (Al-

Musyarakah). There is a process of objectification of religious ethics into religious knowledge

that can benefit people of all religions, non-religious, or even anti-religious.

leave a gaping hole, a hole that forgets human existence for humanity

(Dehumanization). Human success in creating giant technologies has turned out to be a

boomerang for human life itself. The technological giants created by humans seemed to turn

around to hit their own creator, namely humans.

restore the noble values of science, so that science does not become a boomerang for human

Abdullah, A. (2002). Etika Tauhidik Sebagai Dasar Kesatuan Epistemologi Keilmuan Umum

Arifin, A. (2003). Memahami paradigma baru pendidikan nasional dalam Undang-Undang

Barbour, I. G. (1996). Issues in science and religion. Harper Tourchbooks.

Desmita, W. (2005). Psikologi perkembangan. Remaja Rosda Karya.

Sastrapratedja, M. (1983). Manusia multi dimensional: Sebuah renungan filsafat. Gramedia.

Sudarminta. (1994). Filsafat proses: Sebuah pengantar sistematik filsafat Alfred North

Suwarna. (2006). Dasar-dasar ilmu pendidikan. Ar-Ruzz.

Tadjab. (1994). Ilmu jiwa pendidikan. Karya Abdi Tama.