THE LEADERSHIP COMMUNICATION OF THE KIYAI IN INTERNALIZING RELIGIOUS MODERATION: AT THE KIYAI GADING ISLAMIC BOARDING SCHOOL

Abstract

This study aims to analyze the role of intrapersonal and interpersonal communication of the kyai in internalizing religious moderation at the Kiai Gading Mranggen Demak Islamic Boarding School. This study uses a qualitative approach with a descriptive analytical method. Data were obtained through interviews , observations , and documentation of the internalization of religious moderation in students. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. Intrapersonal communication is reflected in exemplary behavior through disciplined worship, emotional control, patience, and the habit of reflecting before acting. His calm and wise attitude when facing differences makes it easy for students to emulate moderate behavior. The Kyai also always ensures that advice and decisions are based on sincere intentions, balance, and introspection. Interpersonal communication is realized through open dialogue, personal guidance, and a gentle and persuasive bi al-hikmah approach, building empathetic relationships by providing space for students to ask questions and discuss, both in formal activities such as religious study and non-formal activities such as eating together. The implementation of religious moderation values such as tawasuth (middle stance), tasamuh (tolerance), tawazun (balance), and ta'addul (justice) is effective in various Islamic boarding school activities, including religious study, social activities, and daily interactions. The success of this development is supported by a strong Aswaja culture , a harmonious emotional relationship between kyai (Islamic scholars) and students, and conducive structural support from the Islamic boarding school. Despite challenges such as the influence of digital media and the diversity of students' backgrounds, the kyai are able to overcome these through adaptive communication strategies, moderation-based digital literacy, and collaborative work with the ustadz (Islamic teachers) and boarding school administrators.