Peran Religiusitas Islami sebagai Moderator dalam Hubungan Antara Kontrol Diri dan Kepatuhan Tata Tertib Sekolah pada Siswa

Abstract

This study aimed to examine the relationship between self-control and compliance with school regulations and to investigate whether Islamic religiosity moderates this relationship. Compliance with school regulations is an important indicator of students' character development. However, various forms of violations of school regulations are still found, indicating that students' self-control and the internalization of religious values have not yet developed optimally. Therefore, this study sought to explain the relationship between self-control and compliance with school regulations and to examine whether Islamic religiosity strengthens this relationship. This study employed a quantitative approach using a correlational research design. The participants consisted of 176 students of Madrasah Tsanawiyah Al-Falak, Bogor City, selected through a convenience sampling technique. The research instruments included the Self-Control Scale developed based on the dimensions proposed by Tangney, Baumeister, and Boone (2004), the School Rules Compliance Scale developed based on Kelman's (1958) theory of compliance, and the Islamic Religiosity Scale based on the dimensions proposed by Ancok and Suroso (2011). All research instruments met the required standards of validity and reliability. Data were analyzed using descriptive statistics, regression assumption tests, and Moderated Regression Analysis (MRA) with IBM SPSS Statistics version 29 and Hayes' PROCESS Macro version 4.2. The results revealed a significant positive relationship between self-control and compliance with school regulations (β = 0.4409; t = 6.2811; p < .001). In addition, Islamic religiosity showed a significant positive relationship with compliance with school regulations (β = 0.8037; t = 9.1902; p < .001). The moderation analysis indicated that Islamic religiosity significantly moderated the relationship between self control and compliance with school regulations (β = 0.0242; ΔR² = 0.0109; F = 4.1553; p = .0430). These findings suggest that the higher the students' level of Islamic religiosity, the stronger the relationship between self-control and compliance with school regulations. The proposed model explained 54.78% of the variance in compliance with school regulations (R² = 0.5478). The findings provide theoretical implications by demonstrating that Islamic religiosity is not only associated with compliance with school regulations but also functions as a moderating variable that strengthens the relationship between self control and compliance with school regulations. From the perspective of Islamic Psychology, these findings suggest that the development of self-control should be integrated with the enhancement of Islamic religiosity through strengthening faith, moral character, and religious practices, so that compliance with school regulations develops as an expression of moral and spiritual awareness rather than mere obedience to formal rules.