Educational Communication in the Perspective of Islamic

Educational Leadership

Fachrur Razi Amir

, Berliana Kartakusumah

, Miftahulkhairah Anwar

Departemen of Arabic Education, Universitas Djuanda, Ciawi, Bogor, Indonesia

Department of PGSD, Universitas Djuanda, Bogor, Indonesia

Faculty of Language and Art, Universitas Negeri Jakarta, Indonesia

Keywords: Educational communication, Educational leadership, Leadership communication, Islamic communication

perspective.

Abstract: This article discusses the concept of educational communication especially the principle of communication

in the milieu of educational organization, its function, urgency and how a teachers, education leaders should

communicate in the scope of educational organizations viewed from the perspective of Islamic educational

leadership. This article is a literature review that relies on a variety of literature that discusses

communication in education and educational leadership. Some theoretical findings that need to be further

developed are the conceptual framework related to educational communication and communication for

educational leaders in an Islamic perspective. Furthermore, these findings are expected to be used

practically for education leaders how to communicate.

1 INTRODUCTION

One of the competencies and skills that must be

possessed by educational leaders is human

interaction skill. As an education leader, an

education director, school principal, chancellor, dean

and so on, he must interact with a variety of different

human abilities, skills, abilities, inclinations,

motivations, orientations, ways of thinking and ways

of interacting. Therefore, an educational leader

needs some interaction skills with the one they lead

according to the context, situation and personal

differences they lead. Knowledge and skills to the

conditions of subordinates help educational leaders

in leading, managing, and directing subordinates to

work together in realizing organizational goals. A

communication network is a formal and/or informal

series of systems by which people can communicate

at ease. These networks can include horizontal

relationships within a hierarchical structure. In order

to maintain effective and robust communication in

school, and to make sure all employees are kept

informed of events in the school, these networks

need to be managed and maintained properly.

Communication in school involves director-

teacher, teacher-teacher, and teacher-student

relationships; outside of school, school-family

communication is also important. This paper only

discusses general principles about education

communication and how education leaders should

communicate based on the teachings of the Qur'an

and the Hadits from the Prophet Muhammad pbuh.

The method used to conduct the study was by

following the working principles of descriptive

qualitative research design. The study also employs

library research based on literature review that relies

on a variety of literature that discusses on

communication leadership, educational

communication and educational leader

communication.

2 RESULT

2.1 Principal's Social Competence

In the context of educational leadership, one of the

competencies that must be possessed by a school

principal in order to be able to carry out his

responsibilities and duties effectively is social

competence. Principal's social competencies include:

584

Amir, F., Kartakusumah, B. and Anwar, M.

Educational Communication in the Perspective of Islamic Educational Leadership.

DOI: 10.5220/0009031105840591

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 584-591

ISBN: 978-989-758-405-3

(1) skills to cooperate with various other parties on

the basis of the principle of mutual benefit and

benefit the school, which falls into this category is in

collaboration with superiors, teachers and staff,

students, other schools and other institutions (2) the

ability to participate in social activities in the

community, the indicator is being able to play an

active role in informal activities, social

organizations, religion, arts, sports (3) have a social

sensitivity to other people or groups, the indicators

include acting as problem finders in school

environments, creative and able offer solutions,

involve religious leaders, the community and

government, be objective in resolving internal

conflicts, able to be sympathetic towards others and

able to be empathetic to others (Tendik Org.2009).

(Mulyasa, 2007) added that there are seven social

competencies that must be possessed by educational

leaders in order to be able to communicate and

socialize effectively and efficiently with their work

environment, namely (1) having knowledge of both

social and religious customs (2) having knowledge

of culture and tradition (3) have knowledge about

the core of democracy (4) have knowledge about

aesthetics (5) have knowledge about appreciation

and social awareness (6) have the right attitude

towards knowledge and work (7) have loyalty to

human dignity. These seven social competencies are

important, so that someone can carry out two

functions in school, namely: (a) the function of

preservation and inheritance of social values and (b)

the function of agents of change. Schools function to

maintain the preservation of positive social values so

that the inheritance of these values can run well. In

addition, the school also functions as an institution

that can drive changes in values and traditions

towards the progress and demands of life and

national development.

2.2 The Function of Communication in

Education Institution

In educational organizations, communication

between educational leaders and their colleagues is

very important in order to convey information,

regulations, persuasion, and in maintaining

organizational integration. The four functions of

communication in educational leadership, according

to (Syarif, 2014) can be explained as follows:

1) Informative function: Educational organization

as a work system whose function is as

information processing system. It is through this

systematic way of working that all members in

an organization can obtain more, better and

timely information so that each member of the

organization can carry out his work with more

certainty. Basically, information is a need for all

people in an organization. The difference is that

people at managerial level need information to

make an organizational policy or to resolve

conflicts that occur within the organization.

While employees (subordinates) need

information about security guarantees, social

security and health, leave permits and so on.

2) Regulative Function: this means that an

organizational communication is the conveyance

and understanding of information relating to

work procedures and regulations in force in an

organization by all members of the organization.

There are at least two parties that influence this

regulative function, namely: Firstly, people who

are in the management level, namely those who

have the authority to control all information

submitted. Besides that they also have the

authority to give instructions or orders, so that in

the organizational structure they may be placed

in the upper layer position of authority so that the

orders are carried out as they should. Second, the

content of information or messages contained in

that information. Regulative messages are

basically work oriented. That is, subordinates

need certainty about the rules of the work that

can and may not be carried out.

3) Persuasive function: This function like a strategy

used by a leader in giving instructions to

subordinates. Persuasive strategy is often more

effective than commanding instructions.

Colleagues and subordinates generally prefer to

be treated persuasively. They will carry out the

work voluntarily. With persuasive

communication, the level of participation and

concern of colleagues and employees is usually

increased than if the leader shows his power and

authority.

4) Integrative function: There are formal and

informal channels of communication within an

organization. Formal communication channels

are usually in the form of publications such as

newsletters, bulletins and organizational progress

reports; whereas informal communication

channels usually take the form of interpersonal

conversations during work breaks, sporting

events or field trips. The implementation of this

activity will foster a greater desire to participate

in employees towards the organization.

Educational Communication in the Perspective of Islamic Educational Leadership

585

2.3 Educational Communication

Educational communication is a form of

communication that takes place in an atmosphere

and in an educational environment. Thus,

educational communication is the process of

traveling messages or transfering information that

penetrates the field or events of education. The

learning process is also included in the education

communication category. The term communication

education has not been as popular as the terms of

political communication, business communication,

marketing communication, organizational

communication, intercultural communication and

others. When in fact education communication has

an important and strategic role as an object of study

in the realm of communication science and

education science as well as practical skills in the

educational process itself. Communication education

needs attention and is very important for two

reasons:

First, that the world of education really needs a

holistic, comprehensive, fundamental and systematic

understanding of the use of communication in the

implementation of education including teaching and

learning activities. Without a good spirit of

communication, education will lose the way and

orientation in building the expected output quality.

In this context, educational communication can be

aligned with teaching methodology, education

management and others.

Second, educational communication will show

the direction of the process of social construction of

the reality of education. Educational communication

as a form of communication that occurs in an

educational setting must be controlled and

conditioned for educational purposes (Naway,

2017).

Communication in educational organization can

be in the form of internal communication, namely

communication that is established between the

principal and the teacher accompanied by an

exchange of ideas horizontally and vertically in the

school environment. This internal communication

has a vertical dimension, namely communication

from leaders, principals, chancellors and directors of

educational institutions to teachers, lecturers and

staff in a reciprocal way. And the horizontal

dimension is horizontal communication between

teachers, lecturers and staff and staff members that

take place informally. As well as the diagonal

dimension, namely communication that exists

between the leadership elements in an educational

organization. The second form of communication in

educational organizations is in the form of external

communication, namely communication between

leaders of educational organizations of stakeholders

outside the organization such as with students'

parents, school committees, village heads where the

school is located and other parties outside the school

component.

Communication expert suggest several

communication models that can be used in

educational communication including: 1)

Mechanistic model, which is a communication

model consisting of one-way communication and

two-way communication. Also commonly referred

to as the lecture method in the learning process. 2)

Interactional model, i.e. communication that

produces feedback. This communication takes place

in two directions and there is dialogue, in which

each participant has a dual role, in the sense that at

one time acting as a communicator, at the other time

acting as a communicant. 3) Psychological

communication model, namely that in the

communication process there is attention to the

psychological aspects of each individual involved in

the communication process. 4) The pragmatic model

that is the communication model related to time

complexity. The pragmatic model has two directions

which are considered very important elements,

namely: The actions or behavior of individuals as

the 'Locus' of communication, and the time element

which is seen as a dimension of a series of

continuous events (Naway, 2017).

The objective of the communication in

educational organization such as a school, that is

undertaken by school leaders must be directed for

the following purposes: 1) To be understood - to get

something across to some so that he/she knows

exactly what the leaders means. 2) To understand

others - to get to know their exact meanings and

intentions. 3) To gain acceptance for yourself and/or

for your ideas. 4) To produce action - to get the

other person or group to understand what is expected

when it is needed, why it is necessary and,

sometimes, ho to do it. The four destinations as

stated by (Plunkeet, 1975) above is very important

for educational leaders in an effort to realize what

has been planned and wanted to be achieved by

school organizations through cooperation and

interaction with people who are members of their

organizations (Suryana, 2010) & (Gaffar, et.all.,

1997).

Communication is very meaningful in order to

realize the goals to be achieved by the school, the

effectiveness of the implementation of school work

programs and in order to alleviating the work loads.

ICELS 2019 - International Conference on Education, Language, and Society

586

During the communication process it is possible to

have responses to the goals of reorganization and the

incorporation the parts of the school organization.

There will even be a deepening of the principle of

consistency in carrying out the tasks. Tn this way

school can realize efficiency and effectiveness.

The following figure will provide an explanation

of the importance of communication on work

effectiveness and organizational performance.

Adapted from (al-Hariri, 2008)

Figure 1: effective communication in educational

organization

The communication that generally takes place

within the educational administration environment

into two kinds: first, formal communication which

are contains down ward communication, upward

communication, lateral communication and diagonal

communication. Second, informal communication.

(al-Hariri, 2008)

Official communication must be precise and

clear, its objective clear and specific, and must be

understood by the future so that it can have more

than one explanation. To clarify how the description

of this formal communication work relationship

patterns can be seen in the following figure.

Figure 2: formal communication patterns

2.4 Communication in the Perspective

of Islam

Below will be described about the principal and the

ethics of the commonication in the perspective of

Alquran and Hadits of prophet Muhammad saw.

2.4.1 Principles Communication in Alquran

According to Alquran we can conclude that the term

qawl () is synonymous with communication. The

word qawl is the key word coming from the verbal

root Qaaf-waaw-laam    q-w-l which means

‘speech, talk, to say, to speak, to tell, a word, saying,

utterance, remark, statement, declaration, report,

account, doctrine, teaching’. Qawl is a verbal noun

in Arabic (Ali, t.th) & (Amrizal, 2013)

Here we will describe six principles regarding

the communication concluded from Alquran:

1) Qaulan Sadida: In the Alquran, term qaulan

sadida comes in two places: a) while talking to

people in normal day to day life as in Q.s al-

Ahzab 33: 70. While talking with people, don’t

act smart or beat around the bush but come to the

point and be straightforward in your expression.

Use apt words and speak directly. Don’t play

with words. Also one should draw a clear line

between being straightforward and being rude. b)

in Q.s 4:9: At the time of property division. The

gurdians and the executors of property, at the

time of property division, are commanded to say

qawlan sadida nice and appropriate words of

kindness to the weak off spring who are left

behind. Appropriate means to hit the target,

corresponding to be achieved, and also in line

with the circumstances. Good fit with the values,

moral values, people rise and godlike. While

unfair means in accordance with the proper

content of the conversation, not biased or

impartial.

2) Qaulan ma’rufa: in Q.s An-Nisa: 5and 8; Q.s Al-

Baqarah: 235; Q.s Al-Anfal: 32. Ma’rufa it

means kind, well, and received by values

prevailing in society. Qawlan ma’rufa is

honourable word, a good speech that is accepted

as something good in view of the speakers. The

command to say qawlan ma’rufa is issued in: a)

Q.s 2:23, while proposing a woman in marriage,

a muslim man must address her in honourable

way; b) Q.s. 4:5, while treating and dealing with

children, woman and those under one’s care,

muslim are enjoined to speak to them in goodly

way using word of kindness and justice; c) Q.s.

4:8, while executing properly division if there are

Educational Communication in the Perspective of Islamic Educational Leadership

587

other relatives, poor or needy present, muslim

are told to speak to them in an honourable way;

d) in Q.s. 33: 32, while addressing the noble

wives of prophet Muhammad, the wives were

commanded to talk appropriately when they

happen to converse with men.

3) Qaulan Baligha in Q.s An-Nisa: 63. Qaulan

baligha interpreted as an eloquent speech or the

right, the meaning is clear, bright, and reveals

exactly what she want sorcan also be interpreted

as saying that in terms of words correct. And

when viewed in terms of goals or domains it

touches can be interpreted as an effective speech.

4) Qaulan maysura in Q.s Al-Isra: 28. Qaulan

maysura means an easy word. It is mean that as a

greeting that makes other people feel easy, soft

tone, beautiful, fun, smooth, gentle and good, as

well as provide a sense of optimism for people to

talk to. Easy means of communicative language

that is understandable and contains words that

encourage others to continue to have hope. Soft

words are words that use the phrase and say with

reasonable or feasible. While that is gentle and

refined good speech that did not make other

people upset tau offended.

5) Qaulan layyina in Q.s Thaha: 44. This term

means gently speech which touch the heart and

pull to receive religious proselytizing. Ibnu

Katsir said layyinan is satire words. Al-Zuhaily

said “Then say to him (Pharaoh) by gently

speech (fraternal) and sweet to hear, did not

show the violence and encourage him with

gentleness words in order to more intersted

because he will feel afraid with the God

punishment through his tongue”. The purpose of

this is Moses and Harun leave coarse attitude.

The order to say by gently also written in al-

Hujurat: 2, Luqman: 19 and an-Nisaa: 158.

Shortly, the prohibition to say loudly words, the

prohibition to say bad words, and the command

to say soft words. With gentleness that there will

be a communication that will impact the contents

absorbed by people saying they're talking to so

that it will happen not only information but

nevertheless arrival will change the views,

attitudes and behaviors of people who talk to.

6) Qaulan Karima in Q.s al-Isra: 23. Qaulan

karima means noble word. A noble word is a

word which gives respect and honor to the

person who we talk to. “Thy Lord hath decreed

that ye worship none but him, and that ye be kind

to parents. Whether one or both of them attain

old age In Thy life, say not to them a word of

contempt, nor repel them, but address them In

terms of honor”. (QS. Al-Isra: 23)

7) In this case to say “ah” to parents is prohibited

by religion, moreover say the words or treated

them more harshly than that. From above

definitions, the characteristic of polite language

according to six principles are the words that

have a value: 1) the truth, 2) fairness, honesty,

3) justice, 4) good, 5) straight, 6) smooth, 7)

polite, 8) deserve, 9) awards, 10) solemn, 11)

optimistic, 12) beautiful, 13) fun, 14) logical,15)

eloquently, 16) light, 17) right, 18) touches the

heart, 19) aligned, 20) is impressive, 21) quiet,

22) effectively, 23) soft, 24) philanthropist, 25)

the meek, 26) humility.

2.4.2 Prophetic Model of Communication

Prophet Muhammad p.b.u.h. in communication with

his companions r.a. appliying communication styles

which should be followed by each individual who

intent to guide others to become useful human in this

world and the afterlife (Jaafar & Tamuri, 2012). The

Prophetic communication styles, namely to cite the

general before the specific, deliver lessons clearly,

smoothly and completely, insert a word of advice,

make the analogy and comparison, inserting

humour, use the non-verbal communication and call

others with respectable calling (Ghuddah, 2001;

(Ulwan, 1968); (al-Hammadi, 1987); (al-Suwaid,

1988); (Jasmi & Tamuri, 2007); (al-Nahlawi, 1979);

(Saaran, 2010).

1) Citing the general before the specific: this

method is known as the deductive style. It is

more widely used in the classical or traditional

knowledge compared with modern knowledge

which use more inductive style. The Prophet

p.b.u.h. also uses this method during his

preachings and teachings to his companions.

Hadith narrated by al-Hakim (al-Mustadrak,

1990, hadith number 7846) that the Prophet

p.b.u.h. states which means “Grab five things

before five things to come: our youthful time

before our old days, our healthy moment before

our sick days, our rich time before our poor

days, our leisure time before our busy schedules

and our existence before our death”. Thus,

educational leader should start communication

with his colleague by relating the outline of what

will be discuss, and later to decide in sequence

the content according to the outline given to

collegeau earlier. This style also helps the mind

to process the data to be received so that

audiences can understand and remember what is

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adressed. Other benefit is that this style is able to

arouse the interest and curiosity of listener to

what will be presented.

2) Delivering instruction clearly, smoothly and

completely: School leaders should to deliver

their instruction clearly and smoothly so that all

components of the school can easily accept and

understand the command and. Saidatina Aisyah

r.a. describes the style of the Prophet’s speech, as

narrated by al-Bukhari (1987, hadith number

3374) which means “Indeed when the Prophet

utters his speech if anyone were to count his

words certainly they would be able to do so”. In

other hadith, as narrated by al-Bukhari (1987,

number hadith 3375) Saidatina Aishah r.a.

illustrates that the Prophet p.b.u.h. speaks

clearly, visibly and slowly, “Indeed the Prophet

p.b.u.h. does not haste and rash in speech”.

3) Inserting advice in communication: For example

hadith narrated by al-Bukhari (1987, hadith

number 4570) that when any of his companions

were sitting with the Prophet p.b.u.h. see the full

moon, thus he would insert advice saying which

means “Indeed you shall see God soon as you

see this moon. You're not going to crowd to see

the Almighty if you are able to perform the

prayer before the rising of the sun and before it

sets, then perform the prayers”.

4) Using analogy and comparisons in

communication: The use of simile and

comparison of communication is one of the

techniques to beautify the style of delivery the

content of knowledge (Ulwan, 1968). Besides

beautifying style, according to (Saari, 1993) use

of parables and teaching comparative would be

able to provide a better understanding than just

using plain text. In addition, the use of

comparison according to (Razali,2010) provides

an opportunity for students to make judgments

between good and bad motivating and creating

positive competitiveness among students.

Prophet p.b.u.h. using comparisons in

distinguishing between a charity and a beggar, as

narrated by Ahmad (n.y., hadith number 4474)

that the Messenger of Allah said which means

“The hand above is better than the one below”.

Thus, teacher as murabbi must be wise in using

parables and comparisons, especially those

described in the Quran and the Hadith of the

Messenger p.b.u.h. This is to attract students and

ease their understanding about the content of

knowledge that is delivered.

5) Inserting humour in communication: Prophet

p.b.u.h. sometimes joke around with his

companions r.a.on only real thing. In one

incident as narrated by (al-Tarmizi, 1999, hadith

number 1991) that a man seeking from the

prophet p.b.u.h. to ride a camel and the Prophet

p.b.u.h. said which means “I will take you up on

the child camel, thus the man said: O Messenger

of Allah what can I do with this child camel?

Then He p.b.u.h. said: Is not that great camel

also derived from the mother camel”. While

humour helps to attract and direct the students,

(Razali, 2010) pointed out that the teacher must

recognize the character of the students first. This

is because there are some who are not fond of

teacher joking with them. The act might offend

pupils. In addition, teacher should avoid joking

about sensitive matters such as religion,

ethnicity, race, physical traits, capability and

other individuals who could conceivably cause

uneasy feelings among students (al-Syas, 2006).

This is made more clear by (Basri,2009) that the

teacher should avoid humour in the form of

sarcasm, insults or anything that annoys students

as this will leave revenge and hatred among

students towards teachers. In order to ensure that

the humour in teaching would guarantee to

attract the interest and attention of students,

teacher must be aware of the background of the

targets, adapts to the situation and ensure that the

humour is related to the fact that is taught.

6) Using non-verbal communication: non-verbal

communication refers to communication that is

not of message communication. It could possibly

be a communication to support, assert, deny and

contradict communication messages (Hassan &

Ainon, 2006). Some examples of non-verbal

communication is the intonation of voice, body

posture, head nod and shake of a head, hand

gestures, eye contact, facial, touch and distance

(Hidea, 1972). In educating the companions

r.a., the Prophet p.b.u.h. combine verbal and non-

verbal communication that simultaneously

provide information while using hand signals to

reinforce the message. This is as reported by (al-

Bukhari, 1987) hadith number 4498) that the

Prophet said which means “Me and those who

defend the orphan are like this. While he is

showing two fingers that is the index finger and

middle finger, and distancingbetween them”.

Body language is not only important to provide

insight to students, but also demonstrates the

seriousness of teacher in imparting knowledge to

the students as well as providing suggestion that

reminds students of what is taught (al-Nahlawi,

1979; Rahman, 2007). Thus, teacher will need to

Educational Communication in the Perspective of Islamic Educational Leadership

589

use non-verbal communication or body language

to communication with students so it does not

seem stiff and boring.

3 DISCUSSION

In the cotext of educational leadership, if an

educational leader, ie. school leader, wants to

succeed in his leadership role then it becomes a

necessity for him to prepare himself and develop his

competence and improve his skill in communication.

These two things become prerequisites for

educational leaders in carrying out their leadership

role as the principal and personally as a teacher. This

social competence and communication skill are

needed by the principal in situations when he/she

has to make decisions immediately, resolve conflict

that occurs at school, to develop a network of

cooperation with various related institutions, private

or government, in order to develop schools and

student achievement. Thus it can be said that

communication that must be built by an educational

leader is inward and outgoing.

In educational organizations, communication

between educational leaders and their colleagues is

very important in order to convey information,

regulations, persuasion, and in maintaining

organizational integration.

As stated above that communication education

even it is not as popular as the other kind of

communications, in fact most of interactions in

educational milieu using communication verbal or

nonverbal. It means that educational communication

has an important and strategic role as an object of

study in the realm of communication science and

education science as well as practical skills in the

educational process itself. As the object of study,

educational communication still gets little attention

and, in the future, it needs more attention from the

communication experts and learners.

Even if necessary, educational communication

can be developed as subject (courses) that must be

taken not only for students in management education

programe but also for all students of teacher

educational departement.

4 CONCLUSIONS

Communication principles derived from the holy

Alquran as described above are expected to inspire

and become a reference value especially for Islamic

education leaders in Indonesia. The six principles

and ethics of communication described above,

although not directly related to the world of

education, can be used as a value reference.

The concrete examples of how a leader, a teacher

should treat his folowers and his students can be

seen from the method that prophet Muhammad saw

has exemplified as a leader and murabbi who has

been so succesful in educating a superior generation.

ACKNOWLEDGEMENTS

This article is part of the result of our research

namely Penelitian Dasar Unggulan Perguruan Tinggi

which obtain funding from the Ministry of Research

and Technology Republic Indonesia

(Kemenristekdikti RI). We thank for this support

and costs that have been given to our research.

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