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

Authors

  • Syifaunnadia Syifaunnadia International Open University image/svg+xml
  • Efi Afifah Hurriyati

DOI:

https://doi.org/10.46781/zzmm2z94

Keywords:

self-control, Islamic religiosity, compliance with school regulations.

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 aspect of students' behavioral and character development. However, violations of school regulations may still occur even when students are aware of existing rules and their consequences, suggesting the importance of examining internal psychological and value-related factors associated with compliance.This study employed a quantitative approach with a correlational, cross-sectional design. Participants were 176 students of Madrasah Tsanawiyah Al-Falak, Bogor City, Indonesia, selected using convenience sampling. Data were collected using a self-control scale developed based on Tangney et al. (2004), a school-rule compliance scale developed based on Kelman's (1958) framework, and an Islamic religiosity scale developed with reference to Ancok and Suroso (2001). Data were analyzed using descriptive statistics, regression assumption testing, and moderated regression analysis using PROCESS Macro Model 1.The results showed a positive and significant association between self-control and school-rule compliance (B = 0.4409, SE = 0.0702, t = 6.2811, p < .001). Islamic religiosity was also positively associated with school-rule compliance within the moderation model (B = 0.8037, SE = 0.0875, t = 9.1902, p < .001). Most importantly, the interaction between self-control and Islamic religiosity was positive and significant (B = 0.0242, SE = 0.0119, t = 2.0385, p = .043), with an increase in explained variance of ΔR² = .0109. Conditional-effect analysis showed that the association between self-control and school-rule compliance was significant at low (B = 0.3300), moderate (B = 0.4512), and high (B = 0.5482) levels of Islamic religiosity, indicating that Islamic religiosity strengthened the positive association between self-control and school-rule compliance. The overall model explained 54.78% of the variance in school-rule compliance (R² = .5478). These findings suggest that self-control is positively associated with school-rule compliance and that this association is stronger among students with higher levels of Islamic religiosity. The findings highlight the importance of integrating self-control development with the internalization of Islamic values in efforts to strengthen students' compliance with school regulations.

References

Alghanam, A. M. A., & Shehadeh, J. H. (2025). Religiosity and its relationship with prosocial behavior: The mediating role of intentional self-regulation. Dirasat: Human and Social Sciences, 52(5), 7639. https://doi.org/10.35516/hum.v52i5.7639

Al-Ghazali. (2011). Ihya' Ulumuddin [The Revival of Religious Sciences]. Dar al-Kutub al-'Ilmiyyah.

Ancok, D., & Suroso, F. N. (2001). Psikologi Islami: Solusi Islam atas problem-problem psikologi. Pustaka Pelajar.

Ariffin, A. H. T., Khaiyom, J. H. A., & Rosli, A. N. M. (2022). Islam, iman, and ihsan: The role of religiosity on quality of life and mental health of Muslim undergraduate students. IIUM Medical Journal Malaysia, 21(3), 146–154. https://doi.org/10.31436/imjm.v21i3.2047

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L

Baumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115–128. https://doi.org/10.1111/j.1751-9004.2007.00001.x

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11

Fomina, T. G., Filippova, E. V., & Morosanova, V. I. (2021). Longitudinal study of the relationship between conscious self-regulation, school engagement and student academic achievement. Psychological Science and Education, 26(5), 30–42. https://doi.org/10.17759/pse.2021260503

Hasanah, M., Arafat, Y., Barni, M., & Raya, A. T. (2024). Teachers' strategies for managing disruptive behavior in the classroom during the learning process. Nazhruna Jurnal Pendidikan Islam, 7(3), 628–645. https://doi.org/10.31538/nzh.v7i3.7

Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.

Ibn Qayyim al-Jauziyah. (2013). Madarij al-Salikin: Manazil Iyyaka Na'budu wa Iyyaka Nasta'in. Dar al-'Aqidah.

Kelman, H. C. (1958). Compliance, identification, and internalization: Three processes of attitude change. Journal of Conflict Resolution, 2(1), 51–60. https://doi.org/10.1177/002200275800200106

Kerasha, K., Balkaya-Ince, M., & Schnitker, S. A. (2024). Many facets of religiosity and regulatory virtues: Exploring the links between multiple dimensions of religiosity with self-control and patience among Muslim-American adolescents. Social Sciences & Humanities Open, 10, 101117. https://doi.org/10.1016/j.ssaho.2024.101117

Li, J.-B., Bi, S.-S., Willems, Y. E., & Finkenauer, C. (2021). The association between school discipline and self-control from preschoolers to high school students: A three-level meta-analysis. Review of Educational Research, 91(1), 73–111. https://doi.org/10.3102/0034654320979160

Libdah, F. N. M., & Yusof, M. B. (2024). Islamic religiosity and its relation to the locus of control: A Quranic perspective among middle and high school students at the Saudi School in Malaysia. Quranica, 16(12), 521–545.

Milyavskaya, M., Berkman, E. T., & De Ridder, D. T. D. (2018). The many faces of self-control: Tacit assumptions and recommendations to deal with them. Motivation Science. Advance online publication. https://doi.org/10.1037/mot0000108

Morosanova, V. I., Fomina, T. G., & Bondarenko, I. N. (2023). Conscious self-regulation as a meta-resource of academic achievement and psychological well-being of young adolescents. Psychology in Russia: State of the Art, 16(3), 168–188. https://doi.org/10.11621/pir.2023.0312

Ramzy, M. I., Irfan, P. M. M., & Hussin, Z. (2021). Religiosity as a mechanism to control delinquent behaviour of school students. Religions, 12(10), 823. https://doi.org/10.3390/rel12100823

Santrock, J. W. (2011). Life-span development (13th ed.). McGraw-Hill.

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x

Downloads

Published

28-10-2026

Issue

Vol. 9 No. 2 (2026): Nathiqiyyah : Jurnal Psikologi Islam

Section

Articles

License

Copyright (c) 2026 Syifaunnadia Syifaunnadia; Efi Afifah Hurriyati

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

How to Cite

Peran Religiusitas Islami sebagai Moderator dalam Hubungan antara Kontrol Diri dan Kepatuhan Tata Tertib Sekolah pada Siswa. (2026). Nathiqiyyah, 9(2), 209-222. https://doi.org/10.46781/zzmm2z94