As-sunnah 伊斯兰寄宿学校在 Bagik Nyake 发生身份冲突后恢复学校形象的传播战略

Siti Rahmatullah, Fahrurrozi, Abdul Malik
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摘要

本研究的目标是:(1) 解释巴吉克尼亚克身份冲突后阿斯-苏纳伊斯兰寄宿学校的状况。(2) 分析巴吉克尼亚克伊斯兰圣地寄宿学校在身份冲突后的沟通策略。本研究采用个案研究的定性方法。通过观察、访谈和文献技术收集数据。密集的研究过程持续了近一年时间,涉及的信息来源包括巴吉尼克尼亚克伊斯兰寄宿学校的领导、教师、学生以及社区。研究结果表明,阿斯-苏纳伊斯兰寄宿学校在与社区发生身份冲突后的情况与往常一样,学生直接继续上学,伊斯兰寄宿学校的各种活动也在继续。阿斯-圣行伊斯兰寄宿学校在身份冲突后为恢复自身形象而采取的传播策略包括:(1)关系功能,即通过参加对方的活动与社区进行讨论,但仍不脱离拉苏鲁拉-伯舒罕的圣行。(2) 教育功能,即结合普通课程和伊斯兰寄宿学校课程。(3)说服功能,即每周二晚开展学习活动,与来自中东的受访者开展 Tabligh Akbar 活动,并在 Facebook 等社交媒体上发布伊斯兰寄宿学校的各种活动,从而改善或提高 As-Sunnah 伊斯兰寄宿学校的良好形象。 (4)解决问题,即说服学生家长和社区,让他们相信伊斯兰寄宿学校在宗教学习方面是适合他们孩子的伊斯兰寄宿学校,符合拉苏拉的教导。关键词沟通策略、形象、身份冲突。
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COMMUNICATION STRATEGY OF AS-SUNNAH ISLAMIC BOARDING SCHOOL IN RESTORING ITS IMAGE AFTER IDENTITY CONFLICT IN BAGIK NYAKE
The objectives of this research were, (1) to be able to explain the situation of the As-Sunnah Islamic boarding school after the identity conflict in Bagik Nyake. (2) To be able to analyze the communication strategies of the As-Sunnah Islamic boarding school after identity conflict in Bagik Nyake. This research used qualitative approach with type of case study. Data collection was carried out by using observation, interview and documentation techniques. The intensive research process was carried out almost a year involving various informants consisting of Islamic boarding school leaders, teachers, students of the As-Sunnah Islamic boarding school in Bagik Nyake and the community. The results of this research showed that the situation of the As-Sunnah Islamic boarding school after identity conflict with the community was as usual the students directly continued their school and various Islamic boarding school activities also continued. The communication strategies carried out by the As-Sunnah Islamic boarding school in restoring its image after identity conflicts were by (1) the relationship function, namely discussing with the community by attending each other's activities but still without leaving the sunnah of Rasulullah PBUH. (2) The education function, namely combining the general curriculum and the Islamic boarding school curriculum. (3) the persuasion function, namely conducting studies every Tuesday night, Tabligh Akbar activities with interviewee from the Middle East and publishing various Islamic boarding school activities on social media such as Facebook, so that this could improve or increase the good image of the As-Sunnah Islamic boarding school. (4) problem solving, namely by convincing the students’ parents and the community that Islamic boarding school is the right Islamic boarding school for their children in terms of religious learning in accordance with what was taught by Rasulullah PBUH. Keywords: Communication Strategies, Image, Identity Conflict.
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