Teacher–Student Communication Patterns in Islamic Moral Education: A Qualitative Study on Character Formation in Secondary Schools
DOI:
https://doi.org/10.59373/drs.v4i2.62Keywords:
Islamic pedagogy, moral development, teacher communication, secondary educationAbstract
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.
Downloads
References
Adila, A. U., Sari, I. P., & Adiyono, A. (2023). The role of teachers in the development of islamic religious education (pai) curriculum in public junior high schools. Pedagogia: Jurnal Ilmiah Pendidikan, 15(1), 1-8. https://doi.org/10.55215/pedagogia.v15i1.8368
Adiyono, A., Jasiah, J., Ritonga, M., & Al-Matari, A. S. (2024). ChatGPT and active learning: A new paradigm for student participation in the classroom. In Empowering Digital Education with ChatGPT (pp. 189-209). Chapman and Hall/CRC. https://doi.org/10.1201/9781032716350-13
Adiyono, A., Fitri, A. Z., & Tanzeh, A. (2026). Integrating Science, Faith, and Research in Islamic Excellence Schools. Academicus: Journal of Teaching and Learning, 5(1), 111-125. https://doi.org/10.59373/academicus.v5i1.129
Alexander, P. (2022). Shared discursive history, rethinking teachers as role models. Pedagogy, Culture & Society, 30(4), 529-547. https://doi.org/10.1080/14681366.2020.1822428
Assante, G., Popa, N., & Grădinariu, T. (2022). Evidence to the need for a unifying framework: critical consciousness and moral education in adolescents facilitate altruistic behaviour in the community. Behavioral Sciences, 12(10), 376. https://doi.org/10.3390/bs12100376
Badawi, H., & Adiyono, A. (2026). Artificial Intelligence in Lebanese Upper Elementary Science Classrooms: Readiness, Practices, and Pedagogical Impact. Journal of Elementary Education Research and Practice, 2(1), 46-59. https://doi.org/10.70376/r2ajk953
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1, pp. 33-52). Englewood Cliffs, NJ: Prentice-hall. http://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf
Berkowitz, M. W., & Grych, J. H. (2000). Early character development and education. Early Education and Development, 11(1), 55-72. https://doi.org/10.1207/s15566935eed1101_4
Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2021). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171. https://doi.org/10.1016/j.ssaho.2021.100171
Bjärehed, M., Sjögren, B., Thornberg, R., Gini, G., & Pozzoli, T. (2024). A short-term longitudinal study on the development of moral disengagement among schoolchildren: The role of collective moral disengagement, authoritative teaching, and student–teacher relationship quality. Frontiers in Psychology, 15, 1381015. https://doi.org/10.3389/fpsyg.2024.1381015
Cahill, H., Coffey, J., Lester, L., Midford, R., Ramsden, R., & Venning, L. (2013). Influences on teachers’ use of participatory learning strategies in health education classes. Health Education Journal, 73(6), 702-713. https://doi.org/10.1177/0017896913513892
Canary, H. E., Taylor, J. L., Herkert, J. R., Ellison, K., Wetmore, J. M., & Tarin, C. A. (2014). Engaging students in integrated ethics education: A communication in the disciplines study of pedagogy and students' roles in society. Communication Education, 63(2), 83-104. https://doi.org/10.1080/03634523.2014.888457
Caviglia, F., Dalsgaard, C., Delfino, M., & Pedersen, A. (2017). Dialogic literacy: contexts, competences and dispositions. L1 Educational Studies in Language and Literature, 17, Open Issue (Open Issue), 1-38. https://doi.org/10.17239/l1esll-2017.17.01.05
Chen, H. L., Tedla, Y. G., & Chen, S. Y. (2026). Enhancing Students’ Emotional Intelligence Through Nonviolent Communication-Based Emotional Scaffolding-Infused Digital Storytelling. Journal of Educational Computing Research, 64(2), 371-402. https://doi.org/10.1177/07356331251396347
Creswell, J. W. Qualitative inquiry and research design: Choosing among ive approaches. rd ed.
Dara, V. L., & Kesavan, C. (2025). Analyzing the concept of participatory learning: strategies, trends and future directions in education. Kybernetes, 54(7), 3882-3915. https://doi.org/10.1108/K-12-2023-2581
Djazilan, S., & Wuryandani, W. (2024). Building character together: The synergistic role of parents and communities in shaping school values. Child Education Journal, 6(3). https://doi.org/10.33086/cej.v6i3.6692
Gui, A., Yasin, M., Abdullah, N., & Saharuddin, N. (2020). Roles of teacher and challenges in developing students' morality. Universal Journal of Educational Research, 8(3C), 52-59. https://doi.org/10.13189/ujer.2020.081606
Hayati, Y. N., & Rofik, A. (2023). Effective Communication Model of Teachers and Parents in Developing Religious Character of Early Childhood. RAHMATAN LIL ALAMIN: Journal of Peace Education and Islamic Studies, 6(1), 1-12. https://ejournal.uniramalang.ac.id/JRLA/article/view/3422
Hayat, E. W., & Adiyono, A. (2025). Innovative strategies for developing competency-based learning evaluation in Madrasah Ibtidaiyah under the independent curriculum. Journal of Elementary Education Research and Practice, 1(1), 49-62. https://doi.org/10.70376/h7egb189
Hendrizal, H., Chandra, C., & Kharisma, A. (2022). Attitude development of elementary school students with the character education-based discovery learning model. Jurnal Ilmiah Sekolah Dasar, 6(2), 346-354. https://doi.org/10.23887/jisd.v6i2.45572
Herlina, H., Arismunandar, A., & Tolla, I. (2024). Education character in the era of globalization: facing the challenges of the modern world. International Journal of Engineering Science and Information Technology, 4(4), 230-236. https://doi.org/10.52088/ijesty.v4i4.649
Hidayani, L. (2022). Citizenship education in strengthening the unity of the nation. Jurnal Multidisiplin Sahombu, 2(1), 29-35. https://doi.org/10.58471/jms.v2i1.418
Huang, C., Chou, H., & colleagues. (2024). Protective factors contributing to adolescents' multifaceted digital resilience for their wellbeing: A socio-ecological perspective. Computers in Human Behavior, 155, 108164. https://doi.org/10.1016/j.chb.2024.108164
Huynh, H. and Nguyen, T. (2024). <span><strong>investigating</strong><strong> vietnamese efl high school teachers’ attitudes toward teaching moral values </strong></span>. Dong Thap University Journal of Science, 13(7), 60-69. https://doi.org/10.52714/dthu.13.7.2024.1338
Hyry‐Beihammer, E., Jokikokko, K., & Uitto, M. (2019). Emotions involved in encountering classroom diversity: beginning teachers’ stories. British Educational Research Journal, 45(6), 1124-1139. https://doi.org/10.1002/berj.3554
Ibrahim, M., Islam, S., Zohriah, O., & Azid, M. (2024). Addressing contemporary ethical and moral issues through Islamic education. Jois, 1(1), 36-51. https://doi.org/10.35335/kbbzar83
Johnston, O., Wildy, H., & Shand, J. (2021). ‘Believe in me, and i will too’: a study of how teachers’ expectations instilled confidence in grade 10 students. Social Psychology of Education, 24(6), 1535-1556. https://doi.org/10.1007/s11218-021-09668-1
Junaid, M., Mushtaq, R., & Iqbal, A. (2023). Relationship between classroom environment and moral values of secondary school students. Journal of Social Sciences Review, 3(2), 1022-1029. https://doi.org/10.54183/jssr.v3i2.342
Kasman, A. (2025). Teacher Professional Responsibility and Student Respect in Indonesian Secondary Schools: An Emotion Regulation Perspective. Edukasi: Jurnal Pendidikan dan Pengajaran, 13(1). https://doi.org/10.19109/ejpp.v13i1.34390
Kent, M. and Taylor, M. (2021). Fostering dialogic engagement: toward an architecture of social media for social change. Social Media Society, 7(1). https://doi.org/10.1177/2056305120984462
Korstjens, I., & Moser, A. (2023). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 29(1), 120–124. https://doi.org/10.1080/13814788.2023.2189312
Liang, C. T., Rocchino, G. H., Gutekunst, M. H., Paulvin, C., Melo Li, K., & Elam-Snowden, T. (2020). Perspectives of respect, teacher–student relationships, and school climate among boys of color: A multifocus group study. Psychology of Men & Masculinities, 21(3), 345. https://psycnet.apa.org/doi/10.1037/men0000239
Longobardi, C., Settanni, M., Fabris, M. A., & Marengo, D. (2024). Teacher–student relationship quality and students' social and behavioral development: A systematic review and meta-analysis. Educational Psychology Review, 36(2), 45. https://doi.org/10.1007/s10648-024-09812-5
Lucey, T. and Bates, A. (2014). Comparing teacher education and finance majors' agreement with financial morality topics. Citizenship Social and Economics Education, 13(1), 39-52. https://doi.org/10.2304/csee.2014.13.1.39
Miles, M. B. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks.
Muhdi, A., Sudadi, S., Antoni, A., Daelami, M., & Judijanto, L. (2023). The urgency of islamic boarding schools in the contemporary era. Al-Hijr Journal of Adulearn World, 2(3), 233-255. https://doi.org/10.55849/alhijr.v2i3.575
Mulia, H. (2020). Integrasi pendidikan karakter dalam pembelajaran akidah akhlak. Tadris Jurnal Pendidikan Islam, 15(1), 118-129. https://doi.org/10.19105/tjpi.v15i1.3092
Murphy, P., Greene, J., Firetto, C., Hendrick, B., Li, M., Montalbano, C., … & Wei, L. (2018). Quality talk: developing students’ discourse to promote high-level comprehension. American Educational Research Journal, 55(5), 1113-1160. https://doi.org/10.3102/0002831218771303
Musri, N. A., & Adiyono, A. (2023). Kompetensi Guru Mata Pelajaran Fiqih dalam Meningkatkan Keunikan Belajar. Jurnal Ilmu Manajemen dan Pendidikan, 3(1), 33-42. https://doi.org/10.30872/jimpian.v3i1.2203
Mustafa, S. and Hamad, K. (2023). The nexus of language and values: a study of the integration of moral education in EFL textbooks for basic school curriculum in Kurdistan. The Journal of the University of Duhok, 26(2), 1343-1366. https://doi.org/10.26682/hjuod.2023.26.2.77
Mustafa, S. and Hamad, K. (2024). Questioning the status of moral education in the context of EFL in Kurdistan: a critique review. Twejer, 7(1), 1125-1144. https://doi.org/10.31918/twejer.2471.41
Ningsih, T., Kurniawan, H., & Nurbaiti, A. (2024). Moral and intellectual integration in Islamic college. International Journal of Social Science and Human Research, 7(07). https://doi.org/10.47191/ijsshr/v7-i07-99
Nursalim, E., Zurqoni, Z., & Khojir, K. (2024). Model of internalization religious character values to strengthen moral student. TARBIYA: Journal of Education in Muslim Society, 10(2), 163–182. https://doi.org/10.15408/tjems.v10i2.37575
Öztürk, D. (2023). Student perceptions of moral values in a digital environment. TAY Journal, 7(3), 298-319. https://doi.org/10.29329/tayjournal.2023.609.12
Rasmani, U. E. E., Widiastuti, Y. K. W., Wahyuningsih, S., Nurjanah, N. E., Zuhro, N. S., Fitrianingtyas, A., & Winarji, B. (2025). The Urgency of Educational Management Training to Foster Teachers’ Teaching Skills: Learn from Early Childhood Education (ECE) in Surakarta. International Journal of Learning, Teaching and Educational Research, 24(1), 152-171. https://doi.org/10.26803/ijlter.24.1.8
Rohayati, R., Rajaloa, N. I., Samsudin, S., Supit, D., & Tukiyo, T. (2025). The role of teacher communication skills during implementation to increase student success in achieving learning outcomes. Jurnal Pendidikan Indonesia, 14(3). https://doi.org/10.23887/jpi-undiksha.v14i3.91798
Rose, J., Johnson, C. W., & Jansen, S. (2024). Rigor in qualitative research: Trustworthiness through triangulation, member checking, and reflexivity. Methods and Protocols, 4(2), 50. https://doi.org/10.3390/mps4020050
Sanderse, W. (2024). The intersection of teacher modelling and student emulation in moral education. On Education Journal for Research and Debate, 7(19). https://doi.org/10.17899/on_ed.2024.19.5
Siegel-Stechler, K. (2023). “Conversation is everything”: How teachers and students create environments where open discussion can thrive. Theory & Research in Social Education, 51(4), 626–660. https://doi.org/10.1080/00933104.2023.2219638
Sofiani, I., Nabila, N., Neviani, N., & Syalini, S. (2024). Islamic educational thought in building students' emotional intelligence. International Journal of Innovative Research in Multidisciplinary Education, 03(05). https://doi.org/10.58806/ijirme.2024.v3i5n26
Soghomonyan, Z., & Karapetyan, A. (2023). Teaching strategies of the 21st century skills adapted to the local needs. European Journal of Teaching and Education, 5(3), 48-69. https://doi.org/10.33422/ejte.v5i3.1097
Tabroni, I. and Romdhon, A. (2022). The influence of Islamic religious education on the student's conduct. Jurnal Multidisiplin Madani, 2(2), 787-794. https://doi.org/10.54259/mudima.v2i2.439
Tubbs, S. L. (2012). Human communication: Principles and contexts. https://commons.emich.edu/mgmt_facsch/70/
Vanlommel, K., Van Gasse, R., & Vanhoof, J. (2023). Towards a curriculum targeting teachers' relationship-building competence: Results of a Delphi study. Teaching and Teacher Education, 130, 104155. https://doi.org/10.1016/j.tate.2023.104155
Walz, K., Schwabe, U., & Braun, E. (2024). The role of performance skills in German teacher education: Empirical relations between general pedagogical knowledge, communication skills, and grades. Frontiers in Education, 9, 1327827. https://doi.org/10.3389/feduc.2024.1327827
Wang, Y.-M., Lin, Y.-C., & Wang, Y.-S. (2025). Implement internet ethics education: What matters most? Education and Information Technologies, 30, 19213–19244. https://doi.org/10.1007/s10639-025-13521-9
Wardhani, P., Zulela, M., Rachmadtullah, R., & Siregar, Y. (2018). Moral literacy and social climate with perception teacher’s character education in elementary school. https://doi.org/10.2991/acec-18.2018.69
Waterworth, P. (2023). Towards a moral community: moral education strategies in indonesian schools. Kne Social Sciences. https://doi.org/10.18502/kss.v8i8.13294
Yusuf, M. S., Pajarianto, H., & Sulaiman, B. (2025). A collaborative parent-teacher model for religious moderation education in early childhood in Indonesia. South African Journal of Childhood Education, 15(1), 1593. https://hdl.handle.net/10520/ejc-sajce_v15_n1_a1593
Zhang, Q., Saharuddin, N., & Aziz, N. (2022). The analysis of teachers’ perceptions of moral education curriculum. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.967927
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Adiyono Adiyono, Wahidin Wahidin, Mohd Kasturi Nor bin Abd Aziz, M. Suyudi, Fouad Boulkroun
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Dirasah International Journal of Islamic Studies by Perkumpulan Dosen Tarbiyah Islam Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at.
