Pengaruh Tujuh Kebiasaan dan Profil Pelajar Pancasila terhadap Karakter Siswa SMP
DOI:
https://doi.org/10.32832/jpg.v7i3.24881Abstract
Students’ moral development requires the integration of teacher exemplarity and consistently practiced religious experiences. This study examined the partial and simultaneous effects of Islamic Religious Education (PAI) teachers’ religiosity and religious habituation in PAI learning on students’ morals. An explanatory associative quantitative design was employed at SMAS Taman Madya 1 Jakarta. The population comprised 220 eleventh-grade students, from whom 142 participants were selected using the Slovin formula and systematic random sampling. Data were collected using a four-point Likert questionnaire measuring teacher religiosity, religious habituation, and students’ morals. Validity, reliability, classical assumption tests, multiple linear regression, t-test, F-test, and coefficient of determination were performed using SPSS version 22. PAI teachers’ religiosity had a positive and significant effect on students’ morals (B = 0.375; β = 0.343; t = 3.823; p < 0.001), as did religious habituation (B = 0.474; β = 0.467; t = 5.204; p < 0.001). Together, both predictors had a significant effect (F(2,139) = 99.744; p < 0.001) and accounted for 58.9% of the variance in students’ morals. Religious habituation was the relatively stronger predictor. The findings imply that teachers’ religious exemplarity should be institutionalized through planned, reflective, and consistent religious routines so that values taught in PAI become students’ observable conduct.
Keywords: Islamic religious education; religious habituation; students’ morals; teacher religiosity
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