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All Journal Journal of Pedagogi
Ikbal
Institut Agama Islam (IAI) Rawa Aopa
Education

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The Influence of Family Religious Education on Religious Moderation from the Perspective of Educational Administration Ucky Ackrillah; Ikbal; Asmiatin; Syarif Al Qadri
Journal of Pedagogi Vol. 3 No. 4 (2026): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/451xhc25

Abstract

The Junior High School (SMP) period is a crucial phase in the formation of student identity, which is vulnerable to exposure to extreme religious narratives. This study aims to analyze the influence of family religious education on religious moderation in eighth-grade students of SMPN 07 Oheo from an educational administration perspective. This study uses a causal quantitative approach with a total sampling technique on 90 eighth-grade students as the research sample. Data analysis was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) based on SmartPLS 4. The results of the evaluation of the measurement model (outer model) confirmed that all indicators and latent constructs met the validity and reliability criteria. The evaluation of the structural model (inner model) proved that family religious education had a statistically significant effect on student religious moderation (p = 0.000 < 0.05), with a coefficient of determination (R²) of 0.073 (7.3%). However, the resulting causal relationship showed a negative direction (β = -0.270), indicating that the higher the intensity of religious guidance at home without being aligned with the principle of inclusivity, the greater the tendency toward a decrease in students' level of understanding and attitudes of religious moderation. This finding indicates a dissonance in understanding due to a family education pattern that is still doctrinal-exclusive. Viewed from an educational administration perspective, these results emphasize the importance of strengthening student management, aligning the P5/PPRA curriculum, and the effectiveness of community-based partnerships (community-based management) between schools and parents.
Constitutional Civic Behavior Model of Constitutional Law Students in Facing Digital Governance Transformation Aminudin; Ikbal; Risman Munanto
Journal of Pedagogi Vol. 3 No. 4 (2026): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/qpqyq319

Abstract

This study aims to develop a Constitutional Civic Behavior model for Constitutional Law students in responding to the transformation of digital governance, which increasingly influences the relationship between citizens, technology, and digital governmental systems. The study examines the effects of Digital Political Literacy (DPL), Policy Literacy (PL), and AI Governance Awareness (AIGA) on Political Trust (PT), Constitutional Identity (CI), and Constitutional Civic Behavior (CCB), while also evaluating the mediating roles of PT and CI in the relationship between digital literacy, policy literacy, AI awareness, and constitutional civic behavior. Employing a quantitative survey design, data were collected from 120 respondents through purposive sampling. Research instruments utilized a 5-point Likert scale questionnaire, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that among the direct effects tested, only Policy Literacy (PL) significantly influences Political Trust (PT), and Constitutional Identity (CI) significantly influences Constitutional Civic Behavior (CCB). Digital Political Literacy (DPL) and AI Governance Awareness (AIGA) do not show significant effects on PT or CI, while PT exhibits a negative and significant effect on CCB. Mediation analysis indicates that neither PT nor CI significantly mediates the relationship between DPL, PL, or AIGA and CCB. These findings underscore that the internalization of Constitutional Identity remains the dominant factor in shaping students' constitutional civic behavior.  
Co-Authors Aminudin Asmiatin Risman Munanto Syarif Al Qadri Ucky Ackrillah