Teacher Communication Culture in Forming Students' Disciplined Character at Jabal Rahmah Mulia Plus Middle School (Boarding School)

Abstract

This study aims to describe the forms of teacher communication culture implemented at SMP Plus Jabal Rahmah Mulia, analyze the strategies teachers use to build effective communication with students, and explain the contribution of teacher communication culture to the development of student discipline. Teacher communication culture plays a crucial role in fostering student discip  line, particularly in boarding schools that require intensive supervision and guidance. SMP Plus Jabal Rahmah Mulia, as a boarding school, implements an integrated communication system between teachers, female students (musyrifah), and students, both in the classroom and within the boarding school environment. This study employed a descriptive qualitative method, with data collection techniques including interviews, observation, and documentation. The research informants included the principal, the guidance and counseling teacher who also serves as a female student (musyrifah), and students. Data were analyzed using the Miles & Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing. The findings of this study are expected to provide a general overview of effective teacher communication culture practices in instilling student discipline, particularly in boarding schools. Furthermore, the results of this study are also expected to provide input for schools in optimizing teacher communication patterns for better student character development.