PERSEPSI SANTRI MENYIKAPI REWARD DAN PUNISHMENT DI LINGKUNGAN PESANTREN DALAM PERSPEKTIF KOMUNIKASI PENDIDIKAN

Adli, Febrian Naufal (2025) PERSEPSI SANTRI MENYIKAPI REWARD DAN PUNISHMENT DI LINGKUNGAN PESANTREN DALAM PERSPEKTIF KOMUNIKASI PENDIDIKAN. Sarjana (S1) thesis, Universitas Islam 45.

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Abstract

Islamic boarding school as an Islamic educational institution has its own approach in instilling discipline, one of which is through the system of reward and punishment. Reward is viewed as a way to appreciate students' positive behavior so that they feel recognized for their efforts or achievements. Meanwhile, punishment in Islamic education includes various forms, ranging from mild to severe sanctions, including physical punishments that may cause pain either physically or emotionally. At Darussalam Koposari, the reward and punishment system is still maintained as part of a long-standing tradition. However, students respond differently to its implementation. Some accept it as appropriate to the violations committed, while others object, especially when the punishment is given without explanation.This study aims to explore students' perceptions of the application of reward and punishment in educational communication within the boarding school environment, and its impact on character development. The research method used is qualitative with a descriptive approach. The findings show that students have diverse perceptions of the reward and punishment system, depending on how it is delivered and the relationship with the educator. Reward is seen as a form of appreciation that encourages learning motivation and self-confidence. On the other hand, punishment is positively accepted when given fairly, with explanation, and without degrading treatment. Empathetic communication in line with Islamic values plays an important role in shaping students' perceptions of the system. The implementation of reward and punishment in Islamic boarding school should be carried out with a wise, persuasive, and educational communication approach. It is recommended that educators and supervisors not only focus on behavior control but also make it a part of the character-building process. Furthermore, it is important to provide educational communication training for teachers and encourage students to be open in communication to create a healthy and supportive learning environment.

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