Teacher–Student Communication Patterns in Islamic Moral Education: A Qualitative Study on Character Formation in Secondary Schools
Abstract
The decline in student morality has become a critical issue amidst globalization and digital transformation, particularly in Islamic education, which prioritizes character building as a primary goal. This study aims to analyze how teacher-student communication patterns in Aqidah Akhlak (Faith and Morality) learning contribute to the formation of students' moral character in Islamic secondary schools. This study used a descriptive qualitative approach at MTs Bina Iman Pasir Belengkong, with one teacher, 15 grade VII A students, and the principal as supporting informants. Data collection techniques included observation, semi-structured interviews, and documentation, while data analysis used the Miles and Huberman interactive model. The results showed that teachers implemented a combination of one-way, two-way, and multi-way communication patterns adapted to the learning dynamics. These communication strategies were proven to improve students' moral behavior, such as increased respect, reduced use of harsh language, increased cooperation, and time discipline. This study also identified supporting factors such as a religious school environment and parental involvement, as well as inhibiting factors such as the influence of digital media and limited learning time. The implications of this study confirm that communication is an effective pedagogical strategy in moral education, and therefore needs to be integrated into teacher training and curriculum development. Further research is recommended to broaden the context, use a mixed approach, and examine the role of digital media in students' moral formation.