KOMUNIKASI EDUKATIF DI KELAS RENDAH (Penelitian Etnografi Komunikasi di Madrasah Ibtidaiyah Negeri 1 Kota Bandung)

FARAH PANGESTU KHOERUMAN, . (2024) KOMUNIKASI EDUKATIF DI KELAS RENDAH (Penelitian Etnografi Komunikasi di Madrasah Ibtidaiyah Negeri 1 Kota Bandung). Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Komunikasi edukasi guru memiliki kekhasan tersendiri di setiap sekolah, sehingga menarik untuk diteliti. Tujuan penelitian ini adalah mengetahui budaya dan bentuk komunikasi edukatif yang ada di kelas rendah madrasah ibtidaiyah serta mengetahui peran guru dalam terciptanya komunikasi edukatif juga faktor pendukung dan tantangan dalam menerapkan komunikasi edukatif. Metode penelitian adalah kualitatif dengan pendekatan etnografi komunikasi. Subjek penelitian yakni guru kelas rendah. Teknik pengumpulan datanya menggunakan observasi, wawancara dan dokumentasi. Hasil penelitian menunjukan bahwa: Pertama, budaya komunikasi edukatif yang ditemukan, diantaranya: (1) budaya religius, (2) budaya sopan, (3) budaya apreasiatif, (4) budaya kebersamaan, dan (5) kasih sayang. Kedua, bentuk komunikasi edukatif yang tergambar pada penelitian ini adalah: (1) afektif, (2) informatif, (3) Imaginatif, (4) ritualistic, (5) Persuasif, dan (6) Apresiatif. Ketiga, peran guru dalam komunikasi edukatif yaitu 1) pembimbing 2) fasilitator dan 3) motivator. Keempat, faktor pendukung komunikasi edukatif adalah (1) keterbukaan dan kepercayaa, (2) Penggunaan bahasa yang jelas dan mudah difahami, (3) pendekatan personal dan emosional, (4) aktifitas interaktif dan partisipatif, (5) umpan balik yang konstruktif, dan (6) menanamkan nilai moral serta etika. Adapun tantangannya adalah memahami perbedaan individu dan keterbatasan waktu.***** Educative communication by teachers has its own uniqueness in every school, making it an intriguing subject for research. The aim of this study is to understand the culture and forms of educative communication in elementary classes of Madrasah Ibtidaiyah, as well as to explore the role of teachers in creating educative communication, along with the supporting factors and challenges in implementing it. The research method used is qualitative with an ethnographic communication approach. The research subjects are elementary school teachers. Data collection techniques include observation, interviews, and documentation The results of the study indicate that: First, the educative communication culture found includes: (1) religious culture, (2) polite culture, (3) appreciative culture, (4) community culture, and (5) affectionate culture. Second, the forms of educative communication observed in this study are: (1) affective, (2) informative, (3) imaginative, (4) ritualistic, (5) persuasive, and (6) appreciative. Third, the roles of teachers in educative communication are: (1) guide, (2) facilitator, and (3) motivator. Fourth, supporting factors for educative communication include: (1) openness and trust, (2) use of clear and understandable language, (3) personal and emotional approach, (4) interactive and participatory activities, (5) constructive feedback, and (6) instilling moral and ethical values. Challenges include understanding individual differences and time constraints

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Anan Sutisna, M.Pd 2). Prof. Dr. Asep Supena, M.Psi
Subjects:	Filsafat, Psikologi & Agama > Islam (Ajaran Islam dan pendidikan Islam) Pendidikan > Pendidikan Dasar Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	Users 24976 not found.
Date Deposited:	23 Aug 2024 00:22
Last Modified:	23 Aug 2024 00:22
URI:	http://repository.unj.ac.id/id/eprint/50488

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