<![CDATA[This study aims to determine the relationship between bullying behavior and emotional regulation with religiosity in students of State Islamic Senior High School (MAN) in Pontianak. The research variables consist of bullying behavior (X1), emotional regulation (X2), and religiosity (Y). The study population was all students of grades X–XII with a sample of 242 students selected representatively. The instruments used were Likert scales, namely the Bullying Behavior Scale, Emotion Regulation Scale, and Religiosity Scale which have been tested for validity and reliability. Data analysis was carried out using correlation tests, multiple linear regression, and significance tests. The results showed that bullying behavior had a significant negative relationship with religiosity (r = –0.206; p < 0.05), emotional regulation had a significant positive relationship with religiosity (r = 0.266; p < 0.05), and simultaneously bullying behavior and emotional regulation had a significant effect on religiosity (F = 9.851; sig. 0.000 < 0.05) with an R² value of 0.192. The conclusion of this study is that the higher the students' emotional regulation, the higher their level of religiosity; conversely, the higher the tendency for bullying behavior, the lower the students' level of religiosity. Penelitian ini bertujuan untuk mengetahui hubungan antara perilaku bullying dan regulasi emosi dengan religiusitas pada siswa Madrasah Aliyah Negeri (MAN) di Pontianak. Variabel penelitian terdiri dari perilaku bullying (X1), regulasi emosi (X2), dan religiusitas (Y). Populasi penelitian adalah seluruh siswa kelas X–XII dengan sampel sebanyak 242 siswa yang dipilih secara representatif. Instrumen yang digunakan berupa skala Likert, yaitu Skala Perilaku Bullying, Skala Regulasi Emosi, dan Skala Religiusitas yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan dengan uji korelasi, regresi linear berganda, dan uji signifikansi. Hasil penelitian menunjukkan bahwa perilaku bullying memiliki hubungan negatif signifikan dengan religiusitas (r = –0,206; p < 0,05), regulasi emosi memiliki hubungan positif signifikan dengan religiusitas (r = 0,266; p < 0,05), serta secara simultan perilaku bullying dan regulasi emosi berpengaruh signifikan terhadap religiusitas (F = 9,851; sig. 0,000 < 0,05) engan nilai R² sebesar 0,192. Kesimpulan penelitian ini adalah semakin tinggi regulasi emosi siswa, maka semakin tinggi tingkat religiusitas mereka; sebaliknya, semakin tinggi kecenderungan perilaku bullying, maka semakin rendah tingkat religiusitas siswa.]]>
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