Implementation of the Self-Disclosure Model to Improve Students' Interpersonal Communication in Islamic Religious Education Learning

Abstract

Academic challenges in Islamic Religious Education (PAI) learning often arise from students' limited interpersonal communication skills, which results in low engagement and ineffective meaningful interactions in the classroom. This situation becomes even more crucial when students are reluctant to express their opinions or personal experiences, resulting in passive, teacher-centered learning. To address these issues, this study aims to examine how the self disclosure model can be applied in Islamic Religious Education (PAI) learning and assess its effectiveness in improving students' interpersonal communication. Using a library research design, this study collected, reviewed, and synthesized theoretical and empirical findings from books, journals, and previous studies. Content analysis was used to obtain conceptual patterns and pedagogical implications relevant to the application of self-disclosure in the context of religious learning. The results show that structured self-disclosure—through the creation of a safe space, teacher role models, and directed sharing activities—can improve students' openness, empathetic listening skills, and social relationships among peers. This study concludes that the self-disclosure model is relevant in strengthening interpersonal communication in Islamic Religious Education (PAI) learning and provides pedagogical insights for teachers in building active, dialogic, and socially connected classes.