%A NIM. 17204010005 Achmad Sunani Miftachurrohman
%O Dr. H. Muh. Wasith Achadi, S.Ag., M.Ag
%T MODEL KOMUNIKASI PEDAGOGIS
DI PESANTREN SALAF DAN MADRASAH FORMAL
%X 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.
%K Pedagogical communication, Panoptikon Model, Religiousdemocratic
patronage
%D 2019
%I UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA
%L digilib38958