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All Journal Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Azhar
Universitas Islam Negeri Mataram
Religion

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Do Gender, Pesantren Background, and Previous School Type Matter? Spiritual Well-Being Among Islamic Religious Education Students Abdurrafi; Akhmad Syahri; Azhar
Jurnal Cendekia Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Vol. 18 No. 02 (2026): Cendekia October 2026
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/cendekia.v18i02.1399

Abstract

This study examined SWB levels among Islamic Religious Education students at Universitas Islam Negeri Mataram and compared outcomes by gender, pesantren background, and previous secondary school type (Madrasah Aliyah or Senior High School). Using a quantitative descriptive-comparative design, the study involved 171 undergraduate students selected through convenience sampling. Data were collected using a 36-item SWB questionnaire based on Fisher’s four-dimensional model. After Rasch Rating Scale Model evaluation, 32 items were retained for analysis. Descriptive statistics and factorial ANOVA showed that 76.6% of students had moderate SWB, 15.2% had high SWB, and 8.2% had low SWB. No significant differences or interaction effects emerged across gender, pesantren background, or previous school type (p > .05). The study highlights the importance of inclusive, evidence-informed initiatives that support the personal, communal, environmental, and transcendental dimensions of SWB in Islamic higher education. This study contributes empirical evidence to the literature on student well-being in Islamic higher education by examining SWB across gender, pesantren background, and previous secondary school type within an integrated comparative framework. The findings also extend the application of Fisher’s four-dimensional model to the context of Islamic Religious Education and provide a basis for developing inclusive student support programs that address students’ multidimensional well-being regardless of their demographic and educational backgrounds.
Co-Authors Abdurrafi Akhmad Syahri