How Interpersonal Communication Shapes Tahfiz Pedagogy in a Gorontalo Quranic Boarding School?
DOI:
https://doi.org/10.23917/qist.v5i2.17020Keywords:
Interpersonal Communication, Tahfidz, Qur'anic Memorization, Pesantren, Setoran, Tajwid, Phenomenology, Communication Accommodation Theory, Social Penetration TheoryAbstract
Purpose - Effective interpersonal communication is fundamental to the success of Qur'anic memorization (tahfīẓ), yet previous studies have largely discussed communication in Islamic education at a general level rather than as a pedagogical mechanism within tahfīẓ. This study examines how interpersonal communication between tahfīẓ supervisors and santri shapes memorization quality in an urban Islamic boarding school (pesantren) in Gorontalo, Indonesia.
Design/methodology/approach - The study adopts a qualitative phenomenological design. Data were collected through in-depth interviews, naturalistic observation, and institutional documentation involving tahfīẓ supervisors, selected santri, and program records from a cohort of 30 students enrolled in a 2.5-year memorization program. Data were analyzed using Interpretative Phenomenological Analysis (IPA), including transcript familiarization, descriptive and interpretative coding, thematic clustering, cross-source comparison, and credibility verification.
Findings - The findings identify five core interpersonal communication mechanisms that facilitate successful tahfīẓ: directive clarity, expressive religious storytelling, attentive corrective feedback, dialogic support, and adaptive communicative alignment during both face-to-face and online setoran. These mechanisms improve memorization fluency, tajwīd accuracy, learning discipline, and long-term retention by integrating precise oral feedback with emotional support and collaborative review. The study further proposes a Disclosure-to-Alignment Model, demonstrating how relational trust reduces anxiety associated with exposing memorization errors and enables corrective feedback to become cognitively meaningful and pedagogically effective. Institutional evidence also indicates sustained learning continuity and improved student progress despite the challenges posed by the COVID-19 pandemic.
Research implications/limitations - This study is limited to a single urban pesantren and one tahfīẓ program. Future research should examine the proposed model across diverse institutional settings and employ mixed-methods approaches to evaluate its broader applicability.
Originality/value - This study contributes to Islamic education and interpersonal communication scholarship by conceptualizing communication as a constitutive pedagogical mechanism rather than a supportive element in tahfīẓ education. It introduces the Disclosure-to-Alignment Model, linking relational trust, adaptive communication, and oral corrective feedback to enhanced Qur'anic memorization and extending contemporary theories of educational communication within Islamic learning environments.
References
[1] A. Amin, D. Agus Kurniawan, M. Zannah Azzahra, and S. Eka Septi, "3,4,5 Faculty of Teaching and Education," Int. J. Educ. Learn., vol. 5, no. 4, pp. 622-630, 2021. [Online]. Available: https://ejournal.undiksha.ac.id/index.php/IJEE
[2] J. P. Dasar, B. Pekerti, D. I. Sdn, and S. Aur, "O n d a t i a," vol. 6, no. September 2022, pp. 462-479, 2011.
[3] M. B. Mustofa, I. Silvia, and A. Basyori, "Proses Komunikasi Interpersonal Dalam Lingkup Perpustakaan Melalui Model Konseling Layanan Pemustaka," J. El-Pustaka, vol. 2, no. 1, pp. 35-43, 2021, doi: 10.24042/el-pustaka.v2i1.8769.
[4] A. L. Hakim, "Empowering Elderly Communities through Health Literacy and Social Support Programs," vol. 2, no. 2, 2025.
[5] M. B. Alam, A. Shanie, D. Pratiwi, M. Liana Sinta, N. Hanifah, and N. Fajry, "The Role of Student College in Moderating Religious Science in the Digital Era," J. Indones. Stud. Moderasi Beragama, vol. 1, no. 2, pp. 86-96, 2024, doi: https://doi.org/10.64420/jismb.v1i2.204.
[6] T. Lestari and A. Rahmayana, "Transformation of Pesantren Education in the Digital Era," Enigm. J., 2025.
[7] S. Safitri, M. Alii, and O. Mahmud, "Murottal Audio as a Medium for Memorizing the Qur'an in Super-Active Children," J. Int. Inspire Educ. Technol., vol. 1, no. 2, pp. 111-124, 2022, doi: https://doi.org/10.55849/jiiet.v1i2.87.
[8] E. N. Shodikin, E. Sucipto, M. W. Achadi, F. Muzaky, and R. W. L. Pertiwi, "Implementation of the Sabaq, Sabqi, Manzil Methods in Improving the Quality of Memorizing Qur'an Learning in Class V Salafiyah Ula Islamic Center Bin Baz Bantul," Int. J. Post Axial Futur. Teach. Learn., vol. 1, no. 1, pp. 34-44, 2023, doi: https://doi.org/10.59944/postaxial.v1i1.145.
[9] F. I. Mawarni and B. Murtafi'ah, "High-School Students' Beliefs about Oral Corrective Feedback in EFL Classroom: A Survey Study," SALEE Study Appl. Linguist. English Educ., vol. 4, no. 2, pp. 472-486, 2023, doi: https://doi.org/10.35961/salee.v4i2.841.
[10] Y. Dong, H. Wang, F. Luan, Z. Li, and L. Cheng, "How Children Feel Matters: Teacher-Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment," Front. Psychol., vol. 11, art. 581235, pp. 1-10, 2021, doi: https://doi.org/10.3389/fpsyg.2020.581235.
[11] X. Liu, "Effect of teacher-student relationship on academic engagement: the mediating roles of perceived social support and academic pressure," Front. Psychol., vol. 15, art. 1331667, 2024, doi: https://doi.org/10.3389/fpsyg.2024.1331667.
[12] F. Maideja, A. Sukri, I. R. Sari, and T. F. N. W. Illahi, "Integration of Local Cultural Values in Forming Student Morale in Learning Islamic Religious Education in Junior High Schools," Int. J. Multidiscip. Res. High. Educ., vol. 6, no. 2, pp. 97-105, 2023, doi: https://doi.org/10.24036/ijmurhica.v6i2.108.
[13] A. A. Alhazmi and A. Kaufmann, "Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts," Front. Psychol., vol. 13, art. 785134, 2022, doi: https://doi.org/10.3389/fpsyg.2022.785134.
[14] M. Jabeen, A. I. Kayani, and M. I. Yousuf, "Crisis Management in Schools of the Punjab: An Exploratory Study of Factors Affecting Strategic Planning," J. Dev. Soc. Sci., vol. 3, no. II, 2022, doi: https://doi.org/10.47205/jdss.2022(3-ii)14.
[15] S. Umar, "The Role of Teachers in the Context of Multicultural Education to Promote Islamic Values," J. La Edusci, vol. 5, no. 2, pp. 89-96, 2024, doi: https://doi.org/10.37899/journallaedusci.v5i2.1378.
[16] J. Japeri, M. Lisa, M. Maradona, S. Syamsuardi, and M. Siddiq, "Students' Nine Motivation in Attending Program of Quran Memorization," Int. J. Multidiscip. Res. High. Educ., vol. 6, no. 3, pp. 136-146, 2023, doi: https://doi.org/10.24036/ijmurhica.v6i3.140.
[17] J. Soliz and H. Giles, "Relational and identity processes in communication: A contextual and meta-analytical review of Communication Accommodation Theory," Ann. Int. Commun. Assoc., vol. 38, no. 1, pp. 107-144, 2014, doi: https://doi.org/10.1080/23808985.2014.11679160.
[18] J. Gasiorek and H. Giles, "Effects of inferred motive on evaluations of nonaccommodative communication," Hum. Commun. Res., vol. 38, no. 3, pp. 309-332, 2012, doi: https://doi.org/10.1111/j.1468-2958.2012.01426.x.
[19] N. Coupland, J. Coupland, H. Giles, and K. Henwood, "Accommodating the elderly: Invoking and extending a theory," Lang. Soc., vol. 17, no. 1, pp. 1-41, 1988, doi: https://doi.org/10.1017/S0047404500012574.
[20] S. Sprecher, S. Treger, and J. K. Wondra, "Effects of self-disclosure role on liking, closeness, and other impressions in get-acquainted interactions," J. Soc. Pers. Relat., vol. 30, no. 4, pp. 497-514, 2013, doi: https://doi.org/10.1177/0265407512459033.
[21] N. L. Collins and L. C. Miller, "Self-disclosure and liking: A meta-analytic review," Psychol. Bull., vol. 116, no. 3, pp. 457-475, 1994, doi: https://doi.org/10.1037/0033-2909.116.3.457.
[22] B. N. Frisby and M. M. Martin, "Instructor-student and student-student rapport in the classroom," Commun. Educ., vol. 59, no. 2, pp. 146-164, 2010, doi: https://doi.org/10.1080/03634520903564362.
[23] A. K. Goodboy and S. A. Myers, "The effect of teacher confirmation on student communication and learning outcomes," Commun. Educ., vol. 57, no. 2, pp. 153-179, 2008, doi: https://doi.org/10.1080/03634520701787777.
[24] J. P. Mazer, "Associations among teacher communication behaviors, student interest, and engagement: A validity test," Commun. Educ., vol. 62, no. 1, pp. 86-96, 2013, doi: https://doi.org/10.1080/03634523.2012.731513.
[25] D. L. Roorda, H. M. Y. Koomen, J. L. Spilt, and F. J. Oort, "The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach," Rev. Educ. Res., vol. 81, no. 4, pp. 493-529, 2011, doi: https://doi.org/10.3102/0034654311421793.
[26] A. Edmondson, "Psychological safety and learning behavior in work teams," Adm. Sci. Q., vol. 44, no. 2, pp. 350-383, 1999, doi: https://doi.org/10.2307/2666999.
[27] J. Quin, "Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review," Rev. Educ. Res., vol. 87, no. 2, pp. 345-387, 2017, doi: https://doi.org/10.3102/0034654316669434.
[28] J. Hattie and H. Timperley, "The power of feedback," Rev. Educ. Res., vol. 77, no. 1, pp. 81-112, 2007, doi: https://doi.org/10.3102/003465430298487.
[29] B. Wisniewski, K. Zierer, and J. Hattie, "The power of feedback revisited: A meta-analysis of educational feedback research," Front. Psychol., vol. 10, art. 3087, 2020, doi: https://doi.org/10.3389/fpsyg.2019.03087.
[30] A. N. Kluger and A. DeNisi, "The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory," Psychol. Bull., vol. 119, no. 2, pp. 254-284, 1996, doi: https://doi.org/10.1037/0033-2909.119.2.254.
[31] R. Lyster and L. Ranta, "Corrective feedback and learner uptake: Negotiation of form in communicative classrooms," Stud. Second Lang. Acquis., vol. 19, no. 1, pp. 37-66, 1997, doi: https://doi.org/10.1017/S0272263197001034.
[32] R. Lyster, K. Saito, and M. Sato, "Oral corrective feedback in second language classrooms," Lang. Teach., vol. 46, no. 1, pp. 1-40, 2013, doi: https://doi.org/10.1017/S0261444812000365.
[33] D. Carless and D. Boud, "The development of student feedback literacy: Enabling uptake of feedback," Assess. Eval. High. Educ., vol. 43, no. 8, pp. 1315-1325, 2018, doi: https://doi.org/10.1080/02602938.2018.1463354.
[34] H. L. Roediger and A. C. Butler, "The critical role of retrieval practice in long-term retention," Trends Cogn. Sci., vol. 15, no. 1, pp. 20-27, 2011, doi: https://doi.org/10.1016/j.tics.2010.09.003.
[35] J. D. Karpicke and H. L. Roediger, "The critical importance of retrieval for learning," Science, vol. 319, no. 5865, pp. 966-968, 2008, doi: https://doi.org/10.1126/science.1152408.
[36] N. J. Cepeda, H. Pashler, E. Vul, J. T. Wixted, and D. Rohrer, "Distributed practice in verbal recall tasks: A review and quantitative synthesis," Psychol. Bull., vol. 132, no. 3, pp. 354-380, 2006, doi: https://doi.org/10.1037/0033-2909.132.3.354.
[37] J. Dunlosky, K. A. Rawson, E. J. Marsh, M. J. Nathan, and D. T. Willingham, "Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology," Psychol. Sci. Public Interest, vol. 14, no. 1, pp. 4-58, 2013, doi: https://doi.org/10.1177/1529100612453266.
[38] J. Sweller, J. J. G. van Merriënboer, and F. Paas, "Cognitive architecture and instructional design: 20 years later," Educ. Psychol. Rev., vol. 31, no. 2, pp. 261-292, 2019, doi: https://doi.org/10.1007/s10648-019-09465-5.
[39] R. M. Ryan and E. L. Deci, "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being," Am. Psychol., vol. 55, no. 1, pp. 68-78, 2000, doi: https://doi.org/10.1037/0003-066X.55.1.68.
[40] K. J. Topping, "Trends in peer learning," Educ. Psychol., vol. 25, no. 6, pp. 631-645, 2005, doi: https://doi.org/10.1080/01443410500345172.
[41] N. Muhammad, N. Alias, K. A. Jamaludin, and H. Zulnaidi, "Skills-based curriculum design for culinary course in traditional tahfiz institutions," Heliyon, vol. 8, no. 6, art. e09591, 2022, doi: https://doi.org/10.1016/j.heliyon.2022.e09591.
[42] A. Sahin, "Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education," Religions, vol. 9, no. 11, art. 335, 2018, doi: https://doi.org/10.3390/rel9110335.
[43] R. A. Lukens-Bull, "Two sides of the same coin: Modernity and tradition in Islamic education in Indonesia," Anthropol. Educ. Q., vol. 32, no. 3, pp. 350-372, 2001, doi: https://doi.org/10.1525/aeq.2001.32.3.350.
[44] F. Pohl, "Islamic education and civil society: Reflections on the pesantren tradition in contemporary Indonesia," Comp. Educ. Rev., vol. 50, no. 3, pp. 389-409, 2006, doi: https://doi.org/10.1086/503882.
[45] P. Nilan, "The 'spirit of education' in Indonesian pesantren," Br. J. Sociol. Educ., vol. 30, no. 2, pp. 219-232, 2009, doi: https://doi.org/10.1080/01425690802700321.
[46] E. Srimulyani, "Muslim women and education in Indonesia: The pondok pesantren experience," Asia Pac. J. Educ., vol. 27, no. 1, pp. 85-99, 2007, doi: https://doi.org/10.1080/02188790601145564.
[47] M. Zuhdi, "Challenging moderate Muslims: Indonesia's Muslim schools in the midst of religious conservatism," Religions, vol. 9, no. 10, art. 310, 2018, doi: https://doi.org/10.3390/rel9100310.
[48] J. A. Smith, "Evaluating the contribution of interpretative phenomenological analysis," Health Psychol. Rev., vol. 5, no. 1, pp. 9-27, 2011, doi: https://doi.org/10.1080/17437199.2010.510659.
[49] L. S. Nowell, J. M. Norris, D. E. White, and N. J. Moules, "Thematic analysis: Striving to meet the trustworthiness criteria," Int. J. Qual. Methods, vol. 16, no. 1, pp. 1-13, 2017, doi: https://doi.org/10.1177/1609406917733847.
[50] A. Tong, P. Sainsbury, and J. Craig, "Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups," Int. J. Qual. Health Care, vol. 19, no. 6, pp. 349-357, 2007, doi: https://doi.org/10.1093/intqhc/mzm042.
[51] Rasmitadila, R. R. Aliyyah, R. Rachmadtullah, A. Samsudin, E. Syaodih, M. Nurtanto, and A. R. S. Tambunan, "The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia," J. Ethn. Cult. Stud., vol. 7, no. 2, pp. 90-109, 2020, doi: https://doi.org/10.29333/ejecs/388.
[52] W. Bao, "COVID-19 and online teaching in higher education: A case study of Peking University," Hum. Behav. Emerg. Technol., vol. 2, no. 2, pp. 113-115, 2020, doi: https://doi.org/10.1002/hbe2.191.
Downloads
Submitted
Accepted
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 M Mustaqimah, Wahidah Suryani, Nuzlan Hunowu, P Pattaling
This work is licensed under a Creative Commons Attribution 4.0 International License.
