POLA KOMUNIKASI PENGASUH DALAM MEMBANGUN KARAKTER MANDIRI PADA SANTRI PONDOK PESANTREN DARUSSALAM PUNCAK
DOI:
https://doi.org/10.30739/jkaka.v6i1.5304Abstract
Abstrak
Penelitian ini membahas pola komunikasi pengasuh dalam membangun karakter mandiri santri di Pondok Pesantren Darussalam Puncak Barurejo Siliragung Banyuwangi. Pesantren sebagai lembaga pendidikan Islam tidak hanya berperan dalam transmisi ilmu agama, tetapi juga dalam pembentukan karakter santri, terutama kemandirian, kedisiplinan, tanggung jawab, dan kemampuan mengambil keputusan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pola komunikasi pengasuh dalam membangun karakter mandiri santri dilakukan melalui komunikasi dua arah dialogis, komunikasi instruksional, komunikasi keteladanan, komunikasi verbal langsung, komunikasi nonverbal, komunikasi interpersonal, dan komunikasi kelompok. Pola komunikasi tersebut membentuk lingkungan pendidikan yang partisipatif, disiplin, dan bernilai keteladanan. Dengan demikian, komunikasi pengasuh tidak hanya berfungsi sebagai penyampai pesan, tetapi juga sebagai instrumen pendidikan karakter yang menumbuhkan kemandirian santri secara bertahap dan berkesinambungan.
Kata Kunci: Pola Komunikasi, Pengasuh, Karakter Mandiri, Santri, Pondok Pesantren.
Abstract
This study discusses the communication patterns of caregivers in developing the independent character of students at Darussalam Puncak Islamic Boarding School, Barurejo, Siliragung, Banyuwangi. As an Islamic educational institution, the pesantren does not only function as a place for transmitting religious knowledge, but also plays an important role in shaping students’ character, particularly independence, discipline, responsibility, and decision-making ability. This study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The findings show that the communication patterns used by caregivers in developing students’ independent character include dialogical two-way communication, instructional communication, exemplary communication, direct verbal communication, nonverbal communication, interpersonal communication, and group communication. These communication patterns create an educational environment that is participatory, disciplined, and based on exemplary values. Therefore, the caregivers’ communication does not merely function as a means of delivering messages, but also serves as an instrument of character education that gradually and continuously fosters students’ independence.
Keywords: communication patterns, caregivers, independent character, students, Islamic boarding school.
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References
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