KOMUNIKASI INTERPERSONAL ANTARA ORANG TUA DAN GENERAZI Z PERSPEKTIF PENDIDIKAN KARAKTER
PDF

Keywords

Komunikasi Interpersonal
Pendidikan Karakter
Generasi Z

Abstract

A common problem in children's character education is how parents can communicate well, both with themselves and with their children in the digital era. Social media and technology often change the way families communicate, making it difficult for parents to engage in personal reflection and in-depth dialogue. In a digital environment that is fast and full of distractions, parents may find it difficult to implement consistent and effective communication techniques for their child's character development. This research uses a qualitative approach with a literature study method. Data was obtained from books, journals and proceedings via Google Scholar, and analyzed comprehensively to be presented in the form of scientific articles. The focus of this research is how interpersonal communication between parents and generation Z can be optimized for character education. The main finding of this research is that parents' interpersonal communication plays a very important role in optimizing the character education of Generation Z through various key strategies. First, by being a role model and providing concrete examples of values such as integrity and responsibility, parents can motivate children to imitate the positive behavior they observe. Second, open discussion and dialogue allow children to develop critical thinking skills and understand character values through a constructive exchange of ideas. Third, positive reinforcement and constructive feedback, such as praise and recognition, motivate children to continue to behave in accordance with the character values taught. Fourth, through interactions with educators and peers, children learn the importance of respecting others, working together, and contributing positively to their communities, as well as values such as empathy, justice, and social responsibility. Apart from that, it is important to apply several communication techniques, such as active listening and providing emotional support to build trust and strengthen relationships; the use of clear body language and assertive communication helps avoid miscommunication and ensures messages are conveyed well;, providing constructive feedback and asking open questions facilitates a child's understanding and growth; convey empathy and apply self-disclosure techniques, where parents share personal experiences, building openness and closeness. By integrating all of these techniques, parents can create communication that supports children's character development and well-being in a holistic and sustainable manner, ensuring they receive appropriate guidance to grow into quality individuals.

https://doi.org/10.59166/syaikhona.v2i2.230
PDF

Views: 477 / Download:526


References

Akhwan, M. (2014). Pendidikan Karakter: Konsep dan Implementasinya Dalam Pembelajaran di Sekolah/Madrasah. EL-TARBAWI, 7(1), 61–67.

Arif, M. (2016). Paradigma Pendidikan Islam. STAIN Kediri Press.

Aslam, R., & Khan, N. (2020). Constructive Feedback and Students’ Academic Achievement: A Theoretical Framework. New Horizons, 14(2), 175–198. https://doi.org/10.2.9270/NH.14.2(20).10

Aulia, F., Dwianggraeni, P. R., & Ishak, A. R. (2023). Peran Organisasi Mahasiswa dalam Meningkatkan Kemampuan Komunikasi Interpersonal yang Efektif. Jurnal Mahasiswa Komunikasi Cantrik, 3(2), 141–150. https://doi.org/10.20885/cantrik.vol3.iss2.art5

Christiani, L. C., & Ikasari, P. N. (2020). Generasi Z dan Pemeliharaan Relasi Antar Generasi dalam Persepektif Budaya Jawa. Jurnal Komunikasi Dan Kajian Media, 4(2), 84–105. https://doi.org/10.31002/jkkm.v4i2.3326

Departemen Pendidikan Nasional. (2012). Kamus Besar Bahasa Indonesia Pusat Bahasa (Edisi ke-4). Gramedia Pustaka Utama.

Effendy, O. U. (2008). Ilmu, Teori dan Filsafat Komunikasi. Citra Aditya Bakti.

Fitria, A. (2019). Pengaruh Kecerdasan Emosi, Dukungan Sosial, dan Rasa Syukur Terhadap Penerimaan Orang Tua pada Anak dengan Kebutuhan Khusus. UIN Syarif Hidayatullah Jakarta.

Handayani, N. M. A. P., Putri, P. W., Juniantari, N. M. R., & Arnawa, I. K. (2022). Pentingnya Pendidikan Karakter di Era Society 5.0 Bagi Generasi Z Untuk Memajukan Bangsa. Prosiding Pekan Ilmiah Pelajar (PILAR), 2, 280–292.

Heluka, Y., Erniwati, & Halim, A. (2023). Strategi Komunikasi dalam Penyelesaian Konflik di Organisasi Pelajar Mahasiswa Yahukimo Papua di Kota Makassar. CORE : JOURNAL OF COMMUNICATION RESEARCH, 1(2), 47–56.

Hidayat, R., & Abdillah. (2019). Ilmu Pendidikan “Konsep, Teori dan Aplikasinya. Lembaga Peduli Pengembangan Pendidikan Indonesia (LPPPI).

Lickona, T. (2004). Character Matters: How to Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues. Touchstone.

Lickona, T. (2015). Mendidik untuk Membentuk Karakter: Bagaimana Sekolah Dapat Mengajarkan Rasa Hormat dan Tanggung Jawab (U. Wahyudin & Suryani (eds.); Penerjemah). Bumi Aksara.

Mulyana, D. (2007). Ilmu Komunikasi: Suatu Pengantar. Remaja Rosdakarya.

Musthofa, F. (2018). Konsep Pendidikan Budi Pekerti Menurut Ki Hajar Dewantara. UIN Syarif Hidayatullah Jakarta.

Ngalimun. (2014). Strategi dan Model Pembelajaran. Aswaja Pessindo.

Oktaviana, M., & Kristinawati, W. (2022). Self Disclosure dengan Resiliensi pada Remaja dengan Orang Tua Tunggal. Jurnal Ilmiah PSYCHE, 16(2), 83–92.

Permatasari, N. A., & Masykuroh, K. (2022). Pengaruh Komunikasi Orangtua Terhadap Pendidikan Karakter Anak Usia Dini. Jurnal Golden Age, 6(2), 678–687. https://doi.org/10.29408/goldenage.v6i02.8661

Petronio, S. (2002). Boundaries of privacy: Dialectics of disclosure. State University of New York Press.

Rahayu, D. R., Yulianti, Y., Fadillah, A. E., Lestari, E., Faradila, F., & Fitriana, D. (2023). Peran Orang Tua Terhadap Pendidikan Anak. Dharmas Education Journal (DE_Journal), 4(2), 87–892. https://doi.org/10.56667/dejournal.v4i2.1189

Rahmanda, P. A., & Wijayanti, Q. N. (2024). Peran Komunikasi Interpersonal Teman Sebaya dalam Pembentukan Kekuatan Mental pada Organisasi Ikamala. Jurnal Media Akademik (JMA), 2(1), 216–227. https://doi.org/10.62281/v2i1.51

Rakhmat, J. (2007). Psikologi komunikasi (T. Surjaman (ed.)). Remaja Rosdakarya.

Saharani, D. P. D., Rahmayani, H., Putri, P. A., & Rahmayani, S. (2024). Pentingnya Pendidikan Karakter Terhadap Pembentukan Moral Anak Sekolah Dasar. Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa Dan Sastra, 2(2), 234–240. https://doi.org/10.61132/bima.v2i2.860

Sari, S. N., & Marajari, M. R. (2019). Efektivitas Komunikasi Interpersonal: Pustakawan Dengan Pemustaka Pada Layanan Sirkulasi perpustakaan Universitas Sari Mutiara Indonesia. Jurnal Lensa Mutiara Komunikasi, 3(2), 36-48. Jurnal Lensa Mutiara Komunikasi, 3(2), 36–48.

Setiawan, R. A. (2015). Efektifitas Komunikasi Interpersonal Orang Tua terhadap Remaja tentang Pendidikan Seks. Jurnal Ilmiah Universitas Batanghari Jambi, 15(3), 23–37. https://doi.org/10.33087/jiubj.v15i3.147

Suryadi, B. (2015). Pendidikan Karakter: Solusi Mengatasi Moral Bangsa. NIZHAM, 4(2), 71–84.

Svanes, I. K., & Bakken, E. A. (2023). Teachers’ Use of Open Questions: Investigating the Various Functions of Open Questions as A Mediating Tool in Early Literacy Education. Education Inquiry, 14(2), 231–250. https://doi.org/10.1080/20004508.2021.1985247

West, R., & Turner, L. H. (2013). Pengantar Teori Komunikasi Analisis dan Aplikasi. Salemba Humanika.

Yuliania, R., & Pujiono, A. (2022). Renita Yuliania, Andrias Pujiono. Skenoo: Jurnal Teologi Dan Pendidikan Agama Kristen, 2(2), 113–124.

Yulianti, Astuti, M. T., & Triayunda, L. (2023). Komunikasi Keluarga Sebagai Sarana Keharmonisan Keluarga. INNOVATIVE: Journal Of Social Science Research, 3(2), 4609–4617. https://j-innovative.org/index.php/Innovative