IMPLEMENTATION OF HUMANISTIC, FIELD, AND CONNECTIONISM THEORIES IN THE DESIGN OF ZAKAT LEARNING FOR ISLAMIC EDUCATION STUDENTS

Abstract

This article examines the implementation of humanistic, field, and connectionism theories in the design of zakat learning for Islamic Education students at UIN Fatmawati Sukarno Bengkulu. Using a qualitative descriptive approach, data were obtained through classroom observation, documentation, and literature review. The findings show that humanistic theory, grounded in Maslow’s hierarchy of needs, nurtures students’ motivation, sense of belonging, esteem, and self-actualization in understanding zakat as both worship and social responsibility. Field theory, based on Kurt Lewin’s principle that behavior is a function of person and environment, explains how classroom contexts, peer interaction, and learning modes shape students’ engagement and comprehension of zakat. Connectionism theory, developed by Edward Thorndike, is reflected through the principles of readiness, exercise, and effect, which strengthen mastery of zakat calculations and foster discipline through practice and reinforcement. The integration of these three theories creates a holistic and transformative zakat learning model that combines cognitive mastery, moral development, and practical application, making classical learning theories highly relevant to contemporary Islamic higher education