Communication Strategy of Jendral Sudirman Mosque Management in Making the Mosque an Education Center
DOI:
https://doi.org/10.17509/ijac.v1i1.7Keywords:
Communication Strategies, Communicative Actions, Da'wah, Education, MosqueAbstract
This study investigates the transformation of mosques into dynamic educational centers, addressing the gap between their potential and the limited sustainable programs in Indonesian mosques. The primary objective is to analyze the communication and da'wah strategies employed by the Jendral Sudirman Mosque (MJS) management in Yogyakarta to revitalize its educational function. Using a qualitative case study approach, data were collected through in-depth interviews with key informants directly involved in Mosque's educational ecosystem, document analysis of Monthly Bulletins and MJS Press publications, and content analysis of digital media, particularly the "MJS Channel" on YouTube. Thematic analysis was conducted using Jürgen Habermas's theory of communicative action as an analytical lens. Findings reveal that Jendral Sudirman Mosque's success is underpinned by an adaptive communication strategy cycle, beginning with Ngaji Filsafat as a flagship program, which evolved into a comprehensive literacy ecosystem encompassing writing classes, MJS Press publishing, and Monthly Bulletin distribution. The convergence of offline dialogical communication and online content dissemination creates a deliberative public sphere. Embodying Jürgen Habermas's concept of mutual understanding (verständigung) achieved through rational discourse. This single-case study's limitation lies in its focus on an urban mosque. Future research should conduct comparative studies across diverse mosque typologies and employ quantitative methods to measure long-term program impacts. The study's originality lies in its integrative application of Jürgen Habermas's theory to analyze a mosque-based communication model in a non-Western, non-secular context, demonstrating how contemporary mosques can function as alternative public spheres facilitating critical learning and knowledge production.
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