Islamic Communication Manners and Ethics in Delivering Children's Da'wah: A Case Study of Teachers' Communication Practices in Guarding Speech and Shaping Noble Character at MDTA Al-Hidayah Padang Matinggi

Abstract

Globalization and the expansion of digital communication culture have generated a global problem marked by the decline of ethical language use in educational and da’wah contexts, including the increasing prevalence of impolite communication toward children. This condition potentially hinders the formation of noble character at an early age, particularly in nonformal Islamic educational institutions. Previous studies on Islamic communication ethics have predominantly focused on normative-theoretical approaches, digital da’wah, and adult audiences, while empirical research examining teachers’ da’wah communication practices toward children in madrasah diniyah remains limited. This research gap highlights the need for studies that position teachers as da’wah communicators who actively maintain ethical speech and shape children’s character through daily communication practices. This study aims to analyze Islamic communication ethics in the delivery of children’s da’wah by teachers at MDTA Al-Hidayah Padang Matinggi. A qualitative approach with a case study design was employed using participant observation, semi-structured interviews, and documentation. The findings indicate that the application of qaulan layyina, qaulan ma’rufa, and qaulan karima principles fosters polite, dialogical, and child-friendly communication, contributing to the internalization of noble character values. The theoretical contribution of this study lies in strengthening Islamic communication studies through empirical evidence of teachers’ communication as a transformative da’wah instrument in children’s education