The Teacher's Communication Patterns in Building Student Discipline Character in the Tahfidz Class Program at SDIT Az Zahra Sragen

Abstract

The formation of students' disciplined character in the Tahfidz Class Program is not merely oriented toward rules and habituation but also through the quality of communication built by teachers in daily interactions. In this case, the research aims to analyze the communication patterns implemented by teachers in building students' discipline character in the Tahfidz Class Program at SDIT Az Zahra Sragen and its implications for students' discipline development. This research uses a qualitative approach with a case study design. Data collection was conducted through observation, semi-structured interviews, and documentation involving the principal, tahfidz teachers, tahfidz students in grades III–V, and parents selected through purposive sampling. Data analysis used the interactive model of Miles, Huberman, and Saldaña. The research findings show that the communication pattern of tahfidz teachers at SDIT Az Zahra Sragen is interpersonal, adaptive, and collaborative. Interpersonal communication is carried out by teachers through personal dialog, mentoring, and motivation to build closeness and students' awareness of their responsibilities. Adaptive communication is applied by adjusting the approach based on the character, ability, and condition of the students, while collaborative communication is conducted through regular communication with parents using WhatsApp, monitoring books, the skolah.id platform, and face-to-face meetings. The pattern is reinforced through habituation, exemplary behavior, and positive reinforcement that supports the consistency of muroja’ah, readiness for submission, adherence to schedules, responsibility for memorization targets, and student independence. The findings of this study indicate that the teacher's communication pattern plays an important role in developing student discipline from obedience to directives toward self-awareness and responsibility.