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All Journal COMMED: Jurnal Komunikasi dan Media Semiotika: Jurnal Komunikasi Journal of Humanities and Social Studies Ultimacomm: Jurnal Ilmu Komunikasi Bricolage : Jurnal Magister Ilmu Komunikasi Psibernetika Jurnal E-Bis: Ekonomi Bisnis Jurnal Pengabdian dan Kewirausahaan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Administrasi Kantor IKON Riwayat: Educational Journal of History and Humanities Journal of Community Services: Sustainability and Empowerment Asian Journal of Social and Humanities
Fensi, Fabianus
Universitas Bunda Mulia
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DIALOGICAL COMMUNICATION STRATEGY ANALYSIS IN IMPROVING TEACHERS' CRITICAL AWARENESS WITH PAULO FREIRE'S APPROACH (Case Study of Strada Daan Mogot Vocational School, Tangerang City) Laurantius Anggita Yudha Harnoko; Fabianus Fensi; Lasmery RM Girsang
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 2 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i2.3704

Abstract

This study aims to explore the role of dialogic communication in increasing teachers' critical awareness through Paulo Freire's critical pedagogy approach. The background of this study is based on the reality of traditional education that still applies the banking education model, where teachers are the only source of knowledge and students are only passive recipients. This model closes the space for dialogue, reflection, and critical thinking. In contrast, Freire's approach emphasizes the importance of equal dialogue between teachers and students as a path to liberation and critical awareness. This study uses a qualitative method with a sociocultural approach and a constructivist paradigm. Data were collected through structured interviews with three teachers from vocational high schools who have different backgrounds, experiences, and involvement in reflective communities. The results of the study indicate that dialogic communication is understood as a process of open exchange of ideas. However, its implementation is still limited by structural obstacles such as time, a dense curriculum, and the hierarchical culture of schools. Teachers who are active in dialogic forums tend to have a higher critical awareness of educational issues. This study confirms that dialogic communication not only increases student participation but is also an effective strategy for forming reflective and transformative teachers. Systemic support is needed so that dialogic communication can develop sustainably in the educational environment.
Co-Authors Budi Budi Ch. Catur Putriyanti Christian, Michael Girsang, Lasmery Rosentauly Meissalinya Glisina Dwinoor Rembulan Gunarti, Destri Sari Halawa, Fransiscus Amonio Larasati, Catharina Putri Laurantius Anggita Yudha Harnoko Limbong, Yosafhat Christian Manuel, Kho Gerson Ralph Pangestu Arifin Sadono, Teguh Priyo Silalahi, Ronald Maraden Parlindungan Surianto Surianto Susanto, Daniel