<![CDATA[Adjustment in the early weeks of university shapes whether students persist in their studies, yet the Indonesian literature remains divided on whether religiosity plays a role, and that role has not been tested among vocational higher education students. This study aimed to examine the relationship between religiosity and adjustment among first-year vocational students and to determine whether adjustment differs across disciplinary clusters. A correlational design was used, involving new students enrolled in the Islamic Religious Education course at Politeknik Negeri Banyuwangi, drawn from a range of study programmes across disciplinary clusters. Data were collected early in the semester using a religiosity scale based on the dimensions of Glock and Stark and an adjustment scale based on the dimensions of Baker and Siryk, both with good reliability. The data were analysed using Pearson and Spearman correlations, Williams's test for dependent correlations, analysis of variance, and hierarchical regression. The results showed that religiosity was positively and significantly related to adjustment, and that this relationship held, and even strengthened slightly, after controlling for Islamic boarding school experience, living arrangement, gender, and disciplinary cluster. The strength of the relationship was uneven across dimensions: religiosity was more closely tied to academic adjustment and institutional attachment than to social and personal-emotional adjustment. Among the dimensions of religiosity, the consequential dimension showed the strongest relationship and the ritualistic dimension the weakest. No differences in adjustment were found across disciplinary clusters, although the design was sensitive enough to detect small effects. These findings support Islamic Religious Education in the early period of study that is uniform across disciplinary clusters and oriented towards ethical practice.]]>
Copyrights © 2026
