<![CDATA[Gender-based class segregation represents one form of classroom organization implemented in some educational institutions, particularly within Islamic-based schools. Such an arrangement creates patterns of student interaction that differ from those found in mixed-gender classrooms and may be associated with students’ social development. This study aimed to examine the relationship between gender-based class segregation and the social skills of eighth-grade students at SMP IT Bina Insan Lubuk Pakam. A quantitative approach with an ex post facto design was employed. The study involved 46 eighth-grade students. Data were collected using a questionnaire that had undergone validity and reliability testing and were subsequently analyzed through preliminary assumption tests and simple linear regression. The results demonstrated a positive and statistically significant relationship between gender-based class segregation and students’ social skills (B = 0.557; t = 4.656; p < .001; R = .574; R² = .330). The finding indicates that gender-based class segregation was associated with variation in students’ social skills within the research context. However, the observed relationship should not be interpreted as causal evidence. The study highlights the importance of considering peer interaction and the learning environment in understanding students’ social-skill development. Segregasi kelas berbasis gender merupakan salah satu bentuk pengorganisasian pembelajaran yang diterapkan pada sebagian lembaga pendidikan, termasuk sekolah berbasis Islam. Pengaturan tersebut membentuk pola interaksi siswa yang berbeda dari kelas campuran dan berpotensi berkaitan dengan perkembangan keterampilan sosial siswa. Penelitian ini bertujuan menganalisis hubungan antara segregasi kelas berbasis gender dan keterampilan sosial siswa kelas VIII di SMP IT Bina Insan Lubuk Pakam. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto. Sampel penelitian terdiri atas 46 siswa kelas VIII. Data dikumpulkan menggunakan kuesioner yang telah melalui pengujian validitas dan reliabilitas, kemudian dianalisis menggunakan uji prasyarat dan regresi linear sederhana. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan secara statistik antara segregasi kelas berbasis gender dan keterampilan sosial siswa (B = 0,557; t = 4,656; p < 0,001; R = 0,574; R² = 0,330). Temuan ini menunjukkan bahwa segregasi kelas berbasis gender berkaitan dengan variasi keterampilan sosial siswa dalam konteks penelitian. Namun, hubungan tersebut tidak menunjukkan hubungan kausal. Penelitian ini menegaskan pentingnya memperhatikan kualitas interaksi teman sebaya dan lingkungan pembelajaran dalam pengembangan keterampilan sosial siswa.]]>
