KORELASI PENDIDIKAN AGAMA ISLAM DALAM KELUARGA DAN BUDAYA RELIGIUS SEKOLAH DENGAN RELIGIUSITAS PESERTA DIDIK SMK YAPEMDA 1 SLEMAN DI ERA SOCIETY 5.0NIM.: 23204011028Mohammad Vega Sya’banaauthorThis study aims to analyze the corelation between Islamic Religious Education in the Family and School Religious Culture with the Religiosity of students of SMK Yapemda 1 Sleman in the Society 5.0 Era. The background of the study is based on the challenges of digital technology development in the Society 5.0 era which demands strengthening of students' religiosity through the synergy of education in the family and religious culture in schools. This study uses a quantitative approach with a correlational design. The study population is all students of grades X and XI of SMK Yapemda 1 Sleman, with a sample of 110 respondents determined using the proportionate stratified random sampling technique. Data collection was carried out through a Likert-scale questionnaire that has met the validity and reliability tests. Data analysis uses descriptive statistics, analysis prerequisite tests (normality, linearity, multicollinearity, and heteroscedasticity), Pearson Product Moment correlation analysis, and multiple correlation analysis with the help of the SPSS program. The results of the study indicate that there is a positive and significant relationship between Islamic Religious Education in the Family and the Religiosity of students, which is indicated by the Pearson correlation coefficient value of r = 0.655 with a significance value of 0.000 <0.05. In addition, School Religious Culture also has a positive and significant relationship with the Religiosity of students, with a Pearson correlation coefficient value of r = 0.787 and a significance value of 0.000 <0.05. The results of the multiple correlation analysis show a value of R = 0.810 with R Square = 0.656, which means that the relationship between Islamic Religious Education in the Family and School Religious Culture together with the religiosity of students is in the very strong category and is able to explain 65.6% of the variation in student religiosity, while 34.4% is influenced by other factors outside the study. Based on the research results, it can be concluded that Islamic Religious Education in the Family and School Religious Culture have a positive and significant relationship with the Religiosity of students of SMK Yapemda 1 Sleman in the Society 5.0 Era, both partially and simultaneously. School Religious Culture shows a stronger relationship than Islamic Religious Education in the Family. Therefore, strengthening student religiosity requires continuous synergy between families and schools in instilling, familiarizing, and developing religious values, so that students are able to face the challenges of the Society 5.0 era without neglecting religious values.297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)2026-06-10UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis