Efektivitas Pola Komunikasi Guru pada Pembelajaran Aqidah Akhlak dalam Pengembangan Karakter Siswa Kelas X di SMK Assa’adah Bungah Gresik

Rahma Shintya Dewi; Ahmad Khoiron Minan; M. Nawawi; Moh. Syafii

doi:10.61132/jbpai.v4i4.2178

Authors

Rahma Shintya Dewi Universitas Qomaruddin Gresik
Ahmad Khoiron Minan Universitas Qomaruddin Gresik
M. Nawawi Universitas Qomaruddin Gresik
Moh. Syafii Universitas Qomaruddin Gresik

DOI:

https://doi.org/10.61132/jbpai.v4i4.2178

Keywords:

Aqidah Akhlak, Disciplined Character, Lasswell, Lickona, Teacher Communication Patterns

Abstract

The teaching of Aqidah Akhlak plays a vital role in developing pupils’ disciplined character, the success of which is supported by effective teacher communication patterns during the learning process. This study aims to analyse teacher communication patterns, the development of disciplined character, and the effectiveness of teacher communication patterns in the teaching of Aqidah Akhlak to Year 10 students in Machining Technology Class 5 at SMK Assa’adah Bungah, Gresik. The study employed a descriptive qualitative approach using observation, interviews and documentation. Informants were selected purposively and included the Aqidah Akhlak teacher, six pupils, the headteacher and the form tutor. Data analysis utilised the Miles and Huberman model, with Lasswell’s communication model and Lickona’s character theory serving as the analytical framework. The research findings indicate that teachers’ communication takes place through verbal and non-verbal means, as well as in one-way, two-way, and multi-directional patterns, in accordance with learning requirements. The development of students’ disciplinary character encompasses time management, study habits, and conduct, with varying levels of development. The effectiveness of communication is demonstrated by its support for the internalisation of discipline through understanding, awareness, and the application of appropriate behaviour. The implications of this research suggest that communicative, contextual and exemplary communication supports the process of internalising disciplined character in pupils.

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