<![CDATA[Studies on religiosity and learning motivation have mostly been conducted in general Islamic secondary schools, while integrated Islamic schools with intensive Qur'an memorisation programmes, where religious practice may be performed as a formality, have rarely been examined. This study aims to analyse the effect of students' religiosity on their learning motivation in Islamic Religious Education (IRE) at SMPIT As-Salam Malang. It used a quantitative correlational design with all 72 students as respondents (total sampling). Data were collected using religiosity and learning motivation questionnaires of 15 items each, which were valid and reliable (α = 0.855 and 0.875), and analysed with simple linear regression. Both religiosity (mean item score 4.57) and learning motivation (4.25) were very high. The relationship was linear, and religiosity had a positive and significant effect on learning motivation (t = 6.447 > t-table 1.994; p < 0.001), with the regression equation Y = 11.076 + 0.768X and R² = 0.372. Religiosity thus explains 37.2% of the variation in IRE learning motivation. Read through self-determination theory, the findings suggest that internalised religiosity, rather than formal religious routines, is what drives students' motivation to learn IRE.]]>
Copyrights © 2026
