Holistic Learning for Stimulation of Participant’s Basic Potential – Narrative Review
DOI:
https://doi.org/10.58812/jbmws.v4i04.3311Kata Kunci:
Holistic Learning, Basic Potential, Multiple Intelligence Theory, Experiential Learning, Narrative ReviewAbstrak
Common learning practices, which focuses more on academic achievement, diminishes the meaning of learning. Acquiring grades or knowledge only to emphasizes the intellect without addressing other aspects neglect the true potential of human abilities. Humans inherently possess basic potential that can dynamically grow and develop. This concept of basic potential is the basis for considering whether the intellect is the only attribute possessed by humans. Holistic learning is a foundation for learning that fully embraces human complexity: cognitive, social, emotional, and intellectual. This foundation relates to the basic potential that can be developed in students, such as sensory abilities, reasoning, empathy, and conscience. Based on this relationship, it shows that learning can be carried out using a multiple intelligence approach, which states that each person possesses diverse types of intelligence, so learning can be carried out in various ways. The application of multiple intelligence theory is consistent with experiential learning, where students with any intelligence approach can be facilitated through concrete, reflective, conceptual, and active learning. This study aims to formulate a practical framework for holistic learning using a multiple intelligences approach and experiential learning to enhance basic cognitive, intellectual, social, and emotional potential. Using the narrative review method, it was found that integrated learning can develop all dimensions of students, from cognitive to spiritual.
Referensi
[1] Rybska, E.; Blaszak, M. (2020). Holistic education – a model based on three pillars from cognitive science. An example from science education. 2 (49), 45-59.
[2] Riyono, B. (2023). Constructing the Theory of Human Basic Potential Based on Quranic Messages: Study with Maqasid Methodology. Minbar. Islamic Studies. 16(2):449–475.
[3] Maris, SF. (2024). Holistic Learning for Micro, Small and Medium Enterprises (MSMEs) Development Program. West Science Business and Management. 2 (1), 1-8.
[4] Dughi, T.; Rad, D. (2023). Relationship Building in a Pedagogical Setting for Holistic Teaching and Learning. Holistic Teaching and Learning Environments for Well-being: A Handbook for Teachers Based on Classroom Stories and Practices across Asia and Europe. 146-154.
[5] Tytler R., Prain V., Hubber P., Waldrip B. (eds.) (2013), Constructing representations to learn in science. Springer Science & Business Media.
[6] Ingabire, H. (2024). Holistic Education Approaches: Nurturing the Whole Child. Research Output Journal of Education 3(3):11-15.
[7] Clark, J. (2005). Curriculum studies in initial teacher education: The importance of holism and project 2061. Curric. J. 16, 509–521.
[8] Johnson, Andrew (2023) "Holistic Learning Theory: More than a Philosophy," Journal of Contemplative and Holistic Education: Vol. 1: Iss. 2, Article 3.
[9] Miller, R. (2000). Beyond reductionism: The emerging holistic paradigm in education. Humanist. Psychol. 28, 382–393.
[10] Miller, J.P. Holistic Curriculum. (2019). In The Holistic Curriculum, 3rd ed.; University of Toronto Press: Toronto, ON, Canada; pp. 5–21.
[11] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
[12] Maslow, A. H. (1954). Motivation and personality. Harper & Row.
[13] Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and indivi duality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337.
[14] Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2018). The brain basis for integrated social, emotional, and academic development: How emotions and social relationships drive learning. Aspen Institute.
[15] Jamaludin, A. (2024). Developments in science of learning in education. In D. Hung, A. Jamaludin, & A. A. Rahman (Eds.), Applying the science of learning to education (pp. 1–18). Springer Nature.
[16] Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. 11.
[17] Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
[18] Chetry, KK., Prakash, S. (2022). Multiple Intelligence Theory as Pedagogical Process and Its Relevance in New Education Policy 2020. International Journal of Novel Research and Development, 7(8), 24-35.
[19] Al-Kalbani, M. S., & Al-Wahaibi, S. S. (2015). Testing the Multiple Intelligences Theory in Oman. Procedia - Sociaand Behavioral Sciences, 190, 106–112.
[20] Helate, T. H., Metaferia, T. F., & Gezahegn, T. H. (2022). English language teachers’ engagement in and preference for experiential learning for professional development. Heliyon, 8(10).
[21] Hasan, F., Maemoonah. (2024). Effectiveness of Experiential Learning Based on Multiple Intelligence to Increase MI Student Learning Interest. Ideguru : Jurnal Karya Ilmiah Guru, 9(1), 165-173.
[22] Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J.: Prentice-Hall.
[23] Xiao, Y., Watson, M. (2017). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research 1 –20.
[24] Ferrari, R. (2015). Writing narrative style literature reviews. The European Medical Writers Association, 24(4), 230-235.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Salix Fini Maris
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Facebook 
Instagram 
Twitter 
Youtube 
westscience.journals@gmail.com