Speaking Harmony: Communication Style between Teachers and Santri for Moral Value Optimization in Support of SDGs at MA Ribhul Ulum Demak

Abstract

Objective: The purpose of this study is to explore effective communication strategies between teachers and santri (Islamic boarding school students) at MA Ribhul Ulum Demak in optimizing moral values aligned with the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 16 (Peace, Justice, and Strong Institutions). Theoretical framework: Theoretically, this research is grounded in the interpersonal communication theory and moral development theory, emphasizing empathy, mutual respect, and dialogical interaction as key drivers in character formation. Literature review: The literature review highlights the importance of teacher-student communication in shaping ethical behavior and strengthening religious identity in Islamic education settings. Methods: This study employed a qualitative method, using in-depth interviews and participatory observation involving teachers and santri actively engaged in the learning process. Data were analyzed using thematic analysis to uncover recurring patterns in communication practices that contribute to moral value cultivation. Results: The findings indicate that empathetic communication, a dialogical pedagogical approach, and the consistent integration of religious teachings in daily interactions significantly enhance the moral awareness and religious commitment of the santri. Teachers at MA Ribhul Ulum adopt a "speaking harmony" style—communicative interactions marked by patience, sincerity, and ethical modeling—which fosters trust, emotional connection, and moral responsiveness among students. Additionally, contextual learning that embeds Islamic values within academic subjects further reinforces students’ moral development sustainably. Implications: The implications of this study suggest that optimizing teacher-student communication not only supports the internalization of moral values but also aligns with broader SDGs objectives by cultivating a peaceful, inclusive, and values-based learning environment. This model can serve as a reference for Islamic educational institutions seeking to implement SDG-oriented educational practices. Novelty: The novelty of this research lies in linking Islamic boarding school communication styles with global development goals, offering a localized yet globally relevant approach to character education.