<![CDATA[Social participation reflects how students engage in school and community activities, and it is shaped by the relational resources they possess. Studies of Islamic social capital have largely concentrated on boarding schools using qualitative approaches, so measured evidence from general public schools remains limited. This study aimed to describe the levels of Islamic social capital and student social participation, to test the effect of Islamic social capital on social participation, and to identify the dimension that contributes most at SMAN 1 Sumber Jaya. A quantitative approach with an explanatory, cross-sectional survey design was applied. The sample consisted of 240 students from grades X to XII, determined using the Slovin formula and proportionate stratified random sampling. Data were gathered through a closed questionnaire with a five-point Likert scale and analyzed using descriptive statistics, classical assumption tests, simple linear regression, and multiple linear regression in SPSS. The results show that both Islamic social capital and student social participation fall into the high category. Islamic social capital has a positive and significant effect on social participation, accounting for 33.6 percent of its variance. Among the three dimensions, shared norms make the largest contribution, followed by social networks and trust. These findings affirm that commonly held Islamic values, namely brotherhood, mutual assistance, and responsibility, help drive student involvement. Involvement in community activities and cooperation with peers remains at a moderate level and therefore deserves further attention. Schools are advised to strengthen shared norms and to expand community-oriented social activities in a planned way, while also reaching students with low social capital.]]>
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