<![CDATA[The development of students’ religiosity has become an important concern in Islamic Religious Education, particularly amid the challenges posed by the digital era, which exposes adolescents to diverse sources of religious information. While previous studies have primarily examined mindfulness and critical thinking separately, limited research has explored their combined contribution to students’ religiosity. This study aimed to investigate the influence of mindfulness and critical thinking on students’ religiosity in Islamic Religious Education learning. A quantitative explanatory design was employed involving 185 Grade XI Muslim students at SMAN 9 Malang, Indonesia, selected through cluster random sampling. Data were collected using validated questionnaires measuring mindfulness, critical thinking, and religiosity, and analyzed through multiple linear regression. The findings revealed that mindfulness had a positive and significant effect on students’ religiosity (β = 0.311; p < 0.001), while critical thinking also exerted a positive and significant influence, emerging as the stronger predictor (β = 0.469; p < 0.001). Simultaneously, both variables significantly predicted students’ religiosity (F = 78.369; p < 0.001), explaining 46.3% of the variance in religiosity (R² = 0.463). These results suggest that religiosity is strengthened through the interaction between self-awareness and reflective reasoning. Mindfulness facilitates the internalization of religious values through conscious awareness, whereas critical thinking enables students to evaluate and contextualize religious teachings in everyday life. The study highlights the importance of integrating mindfulness-oriented and critical-thinking-based learning strategies within Islamic Religious Education to foster more reflective, meaningful, and sustainable religiosity among students.]]>
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