The Influence of Indonesian Language Mastery on the Da’wah Rhetorical Skills of Islamic Education Students at STIT Madani Yogyakarta
DOI:
https://doi.org/10.51468/jpi.v8i1.1288Keywords:
Mastery of Indonesian, Preaching Rhetoric, Islamic Education StudentAbstract
This study aims to analyze the influence of Indonesian language proficiency on the rhetorical abilities of Islamic religious education students at STIT Madani Yogyakarta, considering that language proficiency is the main instrument in effective and persuasive Islamic religious communication. The study used a quantitative correlational approach with a sample of 92 female students from a population of 120 people, selected through a simple random sampling technique. Data were collected using a Likert scale questionnaire that measured indicators of language proficiency (sentence structure, diction, logical coherence, and contextual appropriateness) and indicators of Islamic religious rhetoric (credibility of delivery, strength of argument, intonation management, and clarity of message), then analyzed through validity tests, reliability, descriptive analysis, prerequisite tests, and simple linear regression.
The results of the study indicate that the level of mastery of Indonesian language and the ability of da'wah rhetoric of Islamic studies students at STIT Madani Yogyakarta is relatively high, with an average of 82.6 and 84.3, respectively, and the research instrument is declared very reliable with a Cronbach Alpha of 0.879 for language mastery and 0.891 for da'wah rhetoric. Simple linear regression analysis shows a positive and significant influence of language mastery on da'wah rhetoric ability (B = 0.781; p = 0.000), with a coefficient of determination of 61.2%, which indicates a significant contribution of language mastery to improving da'wah rhetoric, while the rest is influenced by other factors. This finding confirms that mastery of Indonesian language is a major factor in the success of da'wah rhetoric and has practical implications for the development of Islamic religious education curriculum, namely the need to integrate strengthening language competencies with da'wah rhetoric learning so that female students can become communicative, persuasive, and professional da'wah preachers.
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