Communication Ethics and Students’ Argumentative Skills in Islamic Higher Education

Muhammad Amirruddin Febriansyah; Nur Nihayati; Herlina Umi Fadila; Muhammad Ghofur Triwijaya; Mahya Naila Taqiya

doi:10.58485/jie.v5i2.780

Authors

Muhammad Amirruddin Febriansyah Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia
Nur Nihayati Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia
Herlina Umi Fadila Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia
Muhammad Ghofur Triwijaya Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia
Mahya Naila Taqiya Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia

DOI:

https://doi.org/10.58485/jie.v5i2.780

Keywords:

Communication, argumentative skills, communication ethics, Islamic higher education

Abstract

This study examines the role of communication in developing students’ argumentative skills in educational settings and public discussions. It aims to analyze the concept and role of communication, communication ethics in expressing opinions, and strategies for improving students’ communication and argumentative skills. This study employed a qualitative approach using content analysis. Data were obtained from relevant books, academic journal articles, and previous studies addressing communication, argumentation, communication ethics, and students’ argumentative skills. The data were analyzed through a process of identifying, categorizing, and interpreting recurring themes related to communication and argumentation. The findings reveal three main themes: i) the role of communication in developing argumentative skills, ii) communication ethics in expressing opinions, and iii) strategies for developing communication and argumentative skills. Communication was found to support logical and critical thinking, active listening, information literacy, confidence, and the ability to construct systematic arguments. Communication ethics were reflected in the use of respectful language, appreciation of different viewpoints, active listening, and responsible use of digital media. Meanwhile, the development of argumentative skills can be supported through public speaking practice, critical and logical thinking, literacy activities, discussions and debates, digital media use, self-evaluation, and a supportive academic environment. Overall, the findings indicate that effective argumentation requires an integration of communication skills, critical thinking, information literacy, ethical communication, and continuous practice.

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