PENGARUH PERAN GURU PENDIDIKAN AGAMA ISLAM DAN PEMBELAJARAN PROYEK PENGUATAN PROFIL PELAJAR RAHMATAN LIL ALAMIN TERHADAP RELIGIUSITAS SISWA MTS MUHAMMADIYAH KARANGKAJEN YOGYAKARTA

Eka Supriatna, NIM.: 23204011046 (2026) PENGARUH PERAN GURU PENDIDIKAN AGAMA ISLAM DAN PEMBELAJARAN PROYEK PENGUATAN PROFIL PELAJAR RAHMATAN LIL ALAMIN TERHADAP RELIGIUSITAS SISWA MTS MUHAMMADIYAH KARANGKAJEN YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

	Text (PENGARUH PERAN GURU PENDIDIKAN AGAMA ISLAM DAN PEMBELAJARAN PROYEK PENGUATAN PROFIL PELAJAR RAHMATAN LIL ALAMIN TERHADAP RELIGIUSITAS SISWA MTS MUHAMMADIYAH KARANGKAJEN YOGYAKARTA) 23204011046_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (16MB)
	Text (PENGARUH PERAN GURU PENDIDIKAN AGAMA ISLAM DAN PEMBELAJARAN PROYEK PENGUATAN PROFIL PELAJAR RAHMATAN LIL ALAMIN TERHADAP RELIGIUSITAS SISWA MTS MUHAMMADIYAH KARANGKAJEN YOGYAKARTA) 23204011046_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (13MB) | Request a copy

Abstract

This study examines the influence of Islamic Religious Education teachers’ roles and the Rahmatan Lil ‘Alamin Student Profile Strengthening Project on students’ religiosity at MTs Muhammadiyah Karangkajen Yogyakarta. A quantitative correlational design was employed involving 257 students from grades VII–IX selected through proportional sampling. Data were collected using structured questionnaires, including a validated instrument for teachers’ roles adapted from Nur Azizah (2021), and analyzed using multiple linear regression. The results show that both variables simultaneously have a significant effect on students’ religiosity (p < 0.001). Partially, teachers’ roles have a stronger influence compared to the project implementation. Teachers’ roles as educators, mentors, motivators, and role models significantly contribute to religiosity development, while the Rahmatan Lil ‘Alamin Project supports experiential internalization of Islamic values. The findings highlight that religiosity formation is shaped by both instructional and program-based interventions. This study contributes to Islamic character education literature by providing empirical evidence of integrated factors influencing religiosity in madrasah contexts.

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