<![CDATA[Communication patterns are part of the communication process, in which communication is understood as a series of activities involving the delivery of messages until feedback is obtained. The communication process gives rise to communication patterns that can be used to develop interactions between ustadz (religious teachers) and their santri (students). In this study, the researcher formulates the problems of how the communication patterns of ustadz contribute to the formation of students’ moral character at TPA Al Ikhlas, as well as how ustadz handle communication barriers in the process of moral formation. This research employs observation, interviews, and documentation methods. After the data were collected, data processing was carried out by analyzing field data based on relevant theories of communication patterns. The results obtained were then analyzed through data reduction, data presentation, and conclusion drawing. The findings of this study indicate that the communication patterns used are based on Joseph A. DeVito’s theory, namely primary, secondary, and circular communication patterns. The communication patterns applied by ustadz at TPA Al Ikhlas consist of three types: primary, secondary, and circular communication patterns. However, among these three patterns, the most dominantly used by ustadz is the primary communication pattern. Furthermore, the communication barriers experienced by ustadz are classified into three types: psychological barriers, sociocultural barriers, and nonverbal barriers. The ways to overcome these barriers include adopting a sensitive approach to students’ emotions, providing intercultural dialogue to help students understand and respect the diversity of values, norms, and cultural traditions among fellow students and the surrounding community, and addressing nonverbal barriers by providing education on nonverbal expressions.]]>
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