The Influence Of Child-Friendly Madrasah And Madrasah Religious Culture On Students' Religious Morality With The Intensity Of Social Media Use As A Moderating Variable

Nurmala Sinen; Khalid Hasan Minabari; Mustamin Giling

doi:10.63922/ijevss.v5i03.5538

Nurmala Sinen Pascasarjana IAIN Ternate,Maluku Utara Indonesia
Khalid Hasan Minabari Pascasarjana IAIN Ternate,Maluku Utara Indonesia
Mustamin Giling Pascasarjana IAIN Ternate,Maluku Utara Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5538

Keywords: Child-Friendly School; Religious School Culture; Religious Morality; Social Media Use Intensity; Moderated Regression Analysis

Abstract

This study examines the effect of Child-Friendly School (Madrasah Ramah Anak) implementation and Religious School Culture on students' religious morality, with social media use intensity as a moderating variable, at MAN 1 Kota Tidore Kepulauan. A quantitative ex post facto approach was employed, involving 112 students selected through proportional random sampling from a population of 157 (Slovin formula, e = 5%). Data were collected using a 1-4 Likert-scale questionnaire validated through Aiken's V and expert judgement, and analyzed using multiple linear regression and hierarchical (moderated) regression with SPSS. Results show that Child-Friendly School implementation (X1) has a positive and significant effect on religious morality (t = 3.505; Sig. = 0.001), whereas Religious School Culture (X2) shows no significant partial effect (t = -1.127; Sig. = 0.262). Simultaneously, X1 and X2 significantly affect religious morality (F = 6.342; Sig. = 0.002; R2 = 10.4%). When social media use intensity (Z) was added to the model, the simultaneous effect remained significant (F = 4.331; Sig. = 0.006; R2 = 10.7%), but Z itself did not show a significant direct contribution (t = -0.619; Sig. = 0.537). Linearity testing further revealed that the relationships of X1 and X2 with Y are non-linear (curvilinear), while the relationship of Z with Y is linear. These findings suggest that character formation in madrasah settings is a multidimensional and non-proportional process, requiring qualitative strengthening of child-friendly and religious-culture programs rather than mere quantitative expansion.

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