The Influence of Family Religious Education on Religious Moderation from the Perspective of Educational Administration
DOI:
https://doi.org/10.62872/451xhc25Keywords:
Educational Administration, School Policy, School-Family Partnership, Religious Moderation, Family Religious Education, PLS-SEMAbstract
The Junior High School (SMP) period is a crucial phase in the formation of student identity, which is vulnerable to exposure to extreme religious narratives. This study aims to analyze the influence of family religious education on religious moderation in eighth-grade students of SMPN 07 Oheo from an educational administration perspective. This study uses a causal quantitative approach with a total sampling technique on 90 eighth-grade students as the research sample. Data analysis was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) based on SmartPLS 4. The results of the evaluation of the measurement model (outer model) confirmed that all indicators and latent constructs met the validity and reliability criteria. The evaluation of the structural model (inner model) proved that family religious education had a statistically significant effect on student religious moderation (p = 0.000 < 0.05), with a coefficient of determination (R²) of 0.073 (7.3%). However, the resulting causal relationship showed a negative direction (β = -0.270), indicating that the higher the intensity of religious guidance at home without being aligned with the principle of inclusivity, the greater the tendency toward a decrease in students' level of understanding and attitudes of religious moderation. This finding indicates a dissonance in understanding due to a family education pattern that is still doctrinal-exclusive. Viewed from an educational administration perspective, these results emphasize the importance of strengthening student management, aligning the P5/PPRA curriculum, and the effectiveness of community-based partnerships (community-based management) between schools and parents.
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