<![CDATA[This study analyzes students' perceptions of religious education's role in character formation during the era of moral crisis. Using a descriptive quantitative approach with a five-point Likert scale, data were collected from 66 students across multiple institutions in Banjarmasin (POLTEKKES, STIMI, POLIBAN, STIENAS). Overall mean score was 4.119 (SD = 0.562; High category) with 78.2% positive responses. Reliability testing yielded Cronbach's α = 0.965 (excellent), and Shapiro-Wilk tests confirmed non-normal distribution across all dimensions (p < 0.05), necessitating non-parametric comparative tests. The highest dimension was Moral Value Internalization (M = 4.288; α = 0.879), followed by Religious Education Relevance (M = 4.258; α = 0.839), and Character Formation (M = 4.215; α = 0.891). The lowest dimension was Lecturer Role and Learning (M = 3.879; α = 0.901), with the critical item being lecturers' ability to contextualize religious values with contemporary social issues (M = 3.62). Mann-Whitney test found no significant gender differences (U = 549.0; p = 0.708; Cohen's d = 0.083), and Kruskal-Wallis found no significant inter-institutional differences (H = 3.024; p = 0.388). Spearman correlation matrix showed all dimensions correlating strongly (r = 0.614–0.841), with the strongest correlation between D3↔D4 (r = 0.841). Findings confirm religious education remains universally relevant but requires updated pedagogical approaches.]]>
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