The Influence of Religiosity, PAI Teacher Pedagogical Competence, and School Climate on Islamic Character and Its Impact on Students' Prosocial Behavior
DOI:
https://doi.org/10.68078/27wqkg69Keywords:
Religiosity, Teacher Pedagogical Competence, School Climate, Islamic Character, Prosocial BehaviorAbstract
This study aimed to analyze the influence of religiosity, pedagogical competence of Islamic Religious Education (PAI) teachers, and school climate on Islamic character and its impact on students' prosocial behavior. The method used was quantitative with an explanatory approach. The sample consisted of 425 eleventh-grade students from 12 public and private senior high schools in Ponorogo, selected using cluster random sampling technique. The research instruments included a religiosity scale (15 items, α = 0.89), a teacher pedagogical competence scale (20 items, α = 0.92), a school climate scale (18 items, α = 0.88), an Islamic character scale (25 items, α = 0.94), and a prosocial behavior scale (12 items, α = 0.86). Data were analyzed using covariance-based Structural Equation Modeling (SEM) with AMOS 26 software. The results showed that the model achieved good fit (χ²/df = 1.84; RMSEA = 0.045; CFI = 0.96; TLI = 0.95; SRMR = 0.038). Specifically: (1) religiosity had a positive and significant effect on Islamic character (β = 0.42; p < 0.001); (2) PAI teacher pedagogical competence had a positive significant effect on Islamic character (β = 0.31; p < 0.01); (3) school climate had a positive significant effect on Islamic character (β = 0.27; p < 0.01); (4) Islamic character had a positive significant effect on prosocial behavior (β = 0.58; p < 0.001); and (5) Islamic character partially mediated the effects of religiosity, teacher competence, and school climate on prosocial behavior. These findings underscored the importance of strengthening religiosity, PAI teacher professionalism, and Islamic school climate in shaping students' character and prosocial behavior.
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