Praktik Komunikasi Humanistik Guru dalam Pembelajaran Kelas Awal Sekolah Dasar

Nur Joan Adi Winata, Karsono Karsono, Roy Ardiansyah

Abstract

Instructional communication is essential in creating meaningful learning experiences in early elementary classrooms. This study aimed to describe the forms and dynamics of teachers' verbal and nonverbal instructional communication and to examine how the principles of humanistic pedagogy are reflected in these practices. A qualitative case study was conducted with teachers and selected students in Grades I–III at SD Negeri Ngabeyan 03. Data were collected through observations, interviews, and documentation, and analyzed using trustworthiness criteria. The findings show that teachers applied humanistic communication through simple language, positive reinforcement, supportive nonverbal behaviors, and two-way interaction. Humanistic pedagogy was reflected in empathetic communication, non-judgmental language, appreciation of students' efforts, psychological safety, opportunities for participation, and support for students' self-actualization. These findings indicate that humanistic communication helps create a supportive, student-centered learning environment that promotes students' academic and socio-emotional development.

Keywords

Instructional Communication; Humanistic Pedagogy; Early Grades.

References

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DOI: https://doi.org/10.20961/ddi.v14i6.125953

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