Parental and Teacher Guidance for Students’ Social Communication Character in Akidah Akhlak Education

Abstract

This study explores parental and teacher guidance concerning students’ social communication character in Grade XI Akidah Akhlak education at MAN 2 Tuban, Indonesia. A descriptive qualitative case study involved 13 participants: five parents, five students, one Akidah Akhlak teacher, and two madrasah leaders. Data collection comprised semi-structured interviews, observation, and documentary examination. Analysis was guided by data condensation, data display, and conclusion drawing and verification. The detailed participant accounts presented in the findings describe parental efforts to create opportunities for dialogue, model respectful speech, and discuss inappropriate language. Classroom guidance addressed respectful disagreement and listening before responding. These practices coexisted with difficulties in parental emotional regulation, limited knowledge of children’s digital activity, and students’ turn-taking. The teacher reported contacting parents primarily when problems arose, while routine discussion of communication development had not become established. The study distinguishes guidance provided within families and the madrasah from coordination between these settings. It suggests that regular, two-way exchanges incorporating students’ perspectives could support more connected guidance. The findings remain context-specific and do not establish causal effects or lasting character change.