MODEL KOMUNIKASI PEDAGOGIS DI PESANTREN SALAF DAN MADRASAH FORMAL

Achmad Sunani Miftachurrohman, NIM. 17204010005 (2019) MODEL KOMUNIKASI PEDAGOGIS DI PESANTREN SALAF DAN MADRASAH FORMAL. Masters thesis, UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA.

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Abstract

Kiai and principal as a central figure in the institution's great chance to use the model of pedagogical communication in his leadership. The theory of habitus (Bourdieu) into the blade of the analysis of the phenomena occurring in the implementation of pedagogical communication at Inayatullah Islamic Boarding Schools and Senior High School 3 in Sleman. This comparison study aiming to find out the communication models built by kiai and head of the madrasa. This study uses comparative methodological approach with participating observation data search methods, in-depth interviews, and documentation. Results showed that the pedagogical communication model in the Pondok Pesantren Inayatullah is patronage-religious, patronage relationship arises because Kiai give a great modality to the students in the form of service-services Kiai to students, transmission Traditions and diversity and Islamic boarding facilities that are enjoyed by the students. In addition to these modalities there is religious modality such as seepage charisma and a blessing that is believed to help achieve the goodness of life. While the model of the communication in the Madrasah Aliyah Negeri 3 Sleman are patronage-democratic. The head master also gives great modalities to students and parents in the form of science, academic vocabulary, religiosity, facilities and infrastructure. The modalities in the frame in dialogis and communicative. The concept of the partonase informing the occurrence process of pedagogical communication at Inayatullah Islamic Boarding Schools and Madrasah Aliyah Negeri 3 Sleman. On two models of pedagogical communication at boarding school and school formal emerged similarities and differences. There are similarities in the patterns of habituation to the same between both institutions, in addition to the emergence of the panoptikon model affects the attitude and behaviour of the public boarding school and madrasah community. The difference lies in the feedback on the impact on society of the pesantren or Islamic societies. On boarding community showed up to compliance due to the principle of religiosity such as kiai blessing and charisma kiai while at madrasa formal pedagogical communication because there is a transactional Exchange nuanced modality matching between the head of the school by students and caregivers.

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