Nazhruna: Jurnal Pendidikan Islam Vol.
7 Issue 2, 2024.
E-ISSN: 2614-8013
DOI: https://doi.
org/10.
31538/nzh.
Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy Widya Masitah 1.
Asmadi Alsa2.
Partino3.
Abd.
Madjid4 Universitas Muhammadyah Yogyakarta Universitas Persada Indonesia Y.
I .
Jakarta.
Indonesia Email: widiasumut@gmail.
Received: 27-02-2024 Revised: 29-04-2024 Accepted: 21-07-2024 Abstract This study aims to examine the influence of democratic parenting, peer support, and self-concept on moral literacy through the mediator of religiosity in adolescents.
using a quantitative approach, data collection methods through scale techniques, namely: moral literacy scale, religiosity scale, democratic parenting scale, peer support scale, and self-concept scale.
The sampling technique was based on purposive sampling, the research respondents totaled 688.
Data analysis using Structural Equation Modeling (SEM) with the help of the AMOS software computer program.
The results showed:
Democratic parenting, peer support, and self-concept have a positive and significant effect on religiosity.
Democratic Parenting.
Peer Support, and SelfConcept have a positive and significant effect on Moral Literacy.
Likewise.
Religiosity has a positive and significant effect on Moral Literacy.
Thus the researcher's hypothesis is accepted that religiosity is the right mediator to be able to improve adolescent moral literacy which is influenced by the 3 variables tested.
This study recommends parents' attention to increasing adolescent religiosity in addition to choosing to use democratic parenting for adolescents to develop adolescent moral literacy.
Keywords: Democratic Parenting.
Peer Support.
Self-concept.
Religiosity.
Moral Literacy.
Abstrak Penelitian ini bertujuan untuk menguji pengaruh pola asuh demokratis, dukungan teman sebaya, dan konsep diri terhadap literasi moral melalui mediator religiusitas pada remaja.
Dengan menggunakan pendekatan kuantitatif, metode pengumpulan data melalui teknik skala, yaitu: skala literasi moral, skala religiusitas, skala pola asuh demokratis, skala dukungan teman sebaya, dan skala konsep diri.
Teknik pengambilan sampel berdasarkan purposive sampling, responden penelitian berjumlah 688 orang.
Analisis data menggunakan Structural Equation Modeling (SEM) dengan bantuan program komputer software AMOS.
Hasil penelitian menunjukkan: bahwa .
Pola asuh demokratis, dukungan teman sebaya, dan konsep diri berpengaruh positif dan signifikan terhadap .
Pola Asuh Demokratis.
Dukungan Teman Sebaya, dan Konsep Diri berpengaruh positif dan signifikan terhadap Literasi Moral.
Begitu juga dengan Religiusitas berpengaruh positif dan signifikan terhadap Literasi Moral.
Dengan demikian hipotesis peneliti diterima bahwa Religiusitas merupakan mediator yang tepat untuk dapat meningkatkan Literasi Moral remaja yang dipengaruhi oleh 3 variabel yang diuji.
Penelitian ini merekomendasikan perhatian orang tua untuk meningkatkan religiusitas remaja selain memilih menggunakan pola asuh demokratis bagi remaja untuk mengembangkan literasi moral remaja.
Kata Kunci: Pola Asuh Demokratis.
Dukungan Teman Sebaya.
Konsep Diri.
Religiusitas.
Literasi Moral Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid
INTRODUCTION
The current phenomenon shows that there is a problem in the moral problems of News about brawls, bullying, theft, and many problems that occur to teenagers is no longer strange in the news in Indonesia.
Moral issues are troubling parents, teachers, and all stakeholders.
So, it is important to pay attention to moral issues that are not only a concept but morals that can be implemented in daily life which is called moral literacy.
Some of these cases are quoted from Detik1 there was an arrest of 9 Begal in Palembang who were still Komnas PA added data on reports of 112 cases involving children that occurred in Depok City Throughout 2018.
2 The Indonesian Child Protection Commission (ICPC) noted that the number of children who become perpetrators of crime has increased every year.
From 2011 to the end of 2018, as many as 11,116 children in Indonesia were involved in criminal cases.
This data is reinforced by Sindonews4 where as many as 122 children were secured by the West Jakarta Metro Police over the past year.
Hundreds of these children had to deal with the police because they were involved in a series of crimes ranging from theft, and brawls, to murder.
ICPC commissioner for children in conflict with the law, said sexual crime cases dominate the field, with children as perpetrators and victims.
5 Regarding situations where children become perpetrators and have to deal with the law, he said various factors contribute to this occurrence.
According to research conducted by ICPC in 15 juvenile prisons in Indonesia, the driving factors for these crimes range from socialization to social media.
For example, the case of Renggo Khadafi, 11, who died after being molested by his classmate Sy on April 28, 2014.
6 The act of persecution was carried out in the classroom and witnessed by his friends in Class V of SDN 9 Makassar.
Some of the cases mentioned above illustrate the moral decline caused by the absence of moral literacy skills.
This is supported by several studies that examine moral literacy.
Previous research has shown that democratic parenting, peer support, and selfconcept play an important role in the development of adolescents' moral literacy.
7 Hussain8 and Rosyidul9 highlighted that democratic parenting helps adolescents develop social skills and self-confidence, while peer support strengthens self-identity and internalizes moral values.
1 News.
AuPolisi Tangkap 9 Begal Di Palembang.
Statusnya Masih Anak-Anak,Ay 2017.
2 DetikNews.
AuDepok Dinilai Tak Ramah Anak.
Ini Kata Wali Kota,Ay 2018.
3 Sindonews.
AuDalam 1 Tahun, 122 Anak Di Jakarta Barat Tersangkut Kriminalitas,Ay 2019.
4 Sindonews.
AuKPAI Catat 11.
116 Anak Tersangkut Tindak Kriminalitas,Ay 2019.
5 Kompas.
AuKasus Anak Berhadapan Dengan Hukum Tertinggi.
Didominasi Kejahatan Seksual,Ay 2019.
6 Kompas.
AuLihat Renggo Dianiaya.
Teman Sekelas Diancam Pelaku,Ay 2014.
7 Azizah Rohmalimna.
Olie Yeau, and Puiry Sie.
AuThe Role of Parental Parenting in the Formation of the ChildAos Self-Concept,Ay World Psychology 1, no.
: 36Ae45, https://doi.
org/10.
55849/wp.
Marta Miklikowska and Helena Hurme.
AuDemocracy Begins at Home: Democratic Parenting and AdolescentsAo Support for Democratic Values,Ay European Journal of Developmental Psychology 8, no.
: 541Ae57, https://doi.
org/10.
1080/17405629.
8 Muhammad Hussain et al.
AuExamining the Long-Term Effects of Authoritative Parenting on the Development of AdolescentsAo Self-Esteem and Emotional-Regulation,Ay Journal of Population and Therapeutics and Clinical Pharmacology.
October 25, 2023, https://doi.
org/10.
53555/jptcp.
9 Muhammad Rosyidul AoIbad et al.
AuRelationship Between Parenting Style with Adolescent Identity Development in Karangploso District.
Malang Regency Indonesia,Ay Jurnal Keperawatan 14, no.
01 (January 28, 2.
, https://doi.
org/10.
22219/jk.
437 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy Where a positive self-concept is also associated with good moral behavior.
10 However, there are still limitations in understanding how religiosity plays a mediator in this relationship.
This study aims to fill the gap by exploring the interaction between democratic parenting, peer support, self-concept, and religiosity in influencing adolescent moral literacy, especially in the context of Indonesian culture.
Many factors influence moral literacy.
However, in this study, three factors will be examined, namely democratic parenting, peer support, and religiosity.
Several reasons can explain why these factors have a significant influence in shaping a person's moral literacy.
Overall, democratic parenting, peer support, and self-concept are three important factors in shaping one's moral literacy.
Parenting provides a foundation of moral values, peer support influences views and behaviors, self-concept can affect moral literacy by influencing one's views, values, and moral judgments while religiosity can affect one's level of awareness of moral and ethical issues.
14 Combining the positive influence of these three factors and increasing awareness of important moral values can help individuals develop strong moral The purpose of this study is to examine the influence of democratic parenting, peer support, and self-concept on moral literacy through religiosity.
METHOD
The research design is used to answer the problems that have been formulated, the research objectives to be achieved and at the same time testing the hypothesis.
This research is expost-facto research using a survey approach and is associative research that intends to explain the position of the variables studied and the relationship between one variable and another.
The population in this study amounted to 964 students from 7 schools in Medan.
This study uses exogenous variables, consisting of.
X1 = Democratic Parenting.
X2 = Peer 10 Nini Sri Wahyuni.
Istiana, and Janah Safira Asri.
AuThe Correlation between Self-Concept and Optimism among Psychology Faculty of College Students Who Compiled on Thesis at University of Medan Area,Ay Budapest International Research and Critics Institute-Journal (BIRCI-Journa.
4, no.
: 4458Ae64.
Natalie Christner.
Carolina Pletti, and Markus Paulus.
AuHow Does the Moral Self-Concept Relate to Prosocial Behaviour? Investigating the Role of Emotions and Consistency Preference,Ay Cognition and Emotion 36, no.
: 894Ae911, https://doi.
org/10.
1080/02699931.
11 Natris Idriyani.
AuReligiosity As a Mediator Variable Influence Between Character Strength and Parent Attachment On The Resilience Of Adolescent Victims Of Earthquake and Tsunami Living On The Coastal.
Banten,Ay Psikis : Jurnal Psikologi Islami 7, no.
: 71Ae78, https://doi.
org/10.
19109/psikis.
12 N.
Pauzi et al.
AuReligiosity as a Mediator in the Relationship between Perceived Behavioural,Ay Food Research 6, no.
: 300Ae309.
13 Whitney A.
Brechwald and Mitchell J.
Prinstein.
AuBeyond Homophily: A Decade of Advances in Understanding Peer Influence Processes,Ay Journal of Research on Adolescence 21, no.
: 166Ae79, https://doi.
org/10.
1111/j.
Khasanah et al.
AuDevelopment of STEAM-Based Video Learning Media for Early Childhood Education with the Inclusion of Religious and Moral Values,Ay Tafkir:
Interdisciplinary Journal Islamic Education (February 136Ae52, https://doi.
org/10.
31538/tijie.
Amalia Rabiatul Adwiah.
Aulia Faraz Tantia, and Intan Asyikin Rantikasari.
AuImplementation of Storytelling Method with Folktales in Instilling Character Values in Children: A Study at ABA Warungboto Kindergarten,Ay Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 8, no.
(March 31, 2.
: 47Ae57, https://doi.
org/10.
14421/jga.
14 Sjeddie Rianne Watung et al.
AuSchool Principals as Leaders in Fostering Attitudes of Religious Tolerance in Schools,Ay Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 8, no.
3 (November 25, 2.
: 424Ae36, https://doi.
org/10.
31538/ndh.
Ani Aryati and A.
Suradi.
AuThe Implementation of Religious Tolerance: Study on Pesantren Bali Bina Insani with Bali Hindus Communities,Ay Jurnal Ilmiah Peuradeun 10, no.
(May 30, 2.
: 471Ae90, https://doi.
org/10.
26811/peuradeun.
15 Earl Babbie.
The Basic Of Social Research (Amerika Serikat: Earl Babbie, 2.
16 Gerard Guthrie.
Basic Research Methods: An Entry to Social Science Research.
Basic Research Methods: An Entry to Social Science Research (India: Sage Publications, 2.
, https://doi.
org/10.
4135/9788132112082.
438 | Nazhruna: Vol.
7 Issue 2, 2024 Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid Support.
X3 = Self-Concept.
Mediator Variable = Religiosity, and Endogenous Variable = Moral Literacy.
In the Operational Definition of Variables analyzed.
Democratic Parenting.
Peer support.
Self Concept.
Religiosity, and Moral Literacy.
Democratic Parenting Peer Support Religiosity Moral Literacy SelfConcept Figure 1: Theoretical Model of Moral Literacy in Adolescents The data collection technique used is by using survey methods, questionnaires, or Validity and Reliability Tests testing content validity requires expert opinion so expert judgment is needed.
17 This expert judgment assessment is then calculated using Aiken's V formula to obtain the content validity coefficient following the construct being measured.
The Aitem Discrimination Power Test testing of item discrimination power is done by calculating the correlation coefficient between item scores whose correlation is less than 0.
is declared to have low differentiation power and should not be used as part of the research Test item discrimination power using the Corrected item and Total correlation.
the Reliability Test, the results of a measurement will be reliable if, in several measurements of the same group of subjects, relatively the same results are obtained.
Data analysis techniques using Structural Equation Modeling (SEM).
1920 The advantages of SEM are due to its ability to display a comprehensive model along with its ability to confirm the dimensions of a construct or factor and its ability to measure the influence of theoretical relationships.
17 Saifuddin Azwar.
Penyusunan Skala Psikologi (Yogyakarta: Pustaka Pelajar, 2.
18 Saifuddin Azwar.
Reliabilitas Dan Validitas (Yogyakarta: Pustaka Pelajar, 2.
19 Rachmat Hidayat and Patricia Wulandari.
AuStructural Equation Modelling (SEM) in Research: Narrative Literature Review,Ay Open Access Indonesia Journal of Social Sciences 5, no.
: 852Ae58, https://doi.
org/10.
37275/oaijss.
20 K.
Vinu Prakash and K.
Yogeswari.
AuA Structural Equation Modelling (SEM) Approach on Construction Noise Related Perception and Behavior among the Workforces,Ay Civil Engineering Journal (Ira.
8, 12 .
: 2721Ae33, https://doi.
org/10.
28991/CEJ-2022-08-12-04.
439 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy RESULTS AND DISCUSSION Democratic Parenting Based on the results of the trial on democratic parenting, it is known that the valid democratic parenting instrument is 24 items.
After that, a trial calculation is carried out with a blueprint that has been rearranged, to get results such as table 1.
Table 1.
Items of the Democratic Parenting Instrument
Aspect
Indicator Item Number
Total
Responsive Responding to the child
1, 10, 18
Understand the child's needs 2, 11, 19 Understanding children's 3, 12, 20 psychological needs Understanding children's 4, 13, 21 social needs Demands Define rules and norms Have reasonable expectations 6, 14 Teaching responsibility Teaching discipline Teaching important family Engagement Active interaction 7, 16, 23 Academic and social development support Positive supervision of 9, 17, 24 children's associations and Total In the trial conducted on the religiosity variable on democratic parenting, the results of the calculation of all items were valid because the value of the difference power range was> To take research data, the items used were 24 items.
Based on the results of the initial CFA analysis of the multidimensional model of democratic parenting, it was found that the multidimensional model fit with the GoF value as follows:
Table.
Goodness of Fit Value of Democratic Parenting Goodness of Fit Indeks Cut off Value Results Model Evaluation Chi-Square O 286,808 .
f = .
250,530 Good Fit
Probability Ou 0,05 0,461 Good Fit
RMSEA
O 0,08
0,024
Good Fit
GFI
Ou 0,90 0,971 Good Fit
AGFI
Ou 0,90 0,965 Good Fit
CMIN/DF
O 2,00
1,006
Good Fit
TLI
Ou 0,90 1,000 Good Fit
CFI
Ou 0,90 1,000 Good Fit 440 | Nazhruna: Vol.
7 Issue 2, 2024 Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid Based on the table above, it is known that the value of RMSEA = 0.
RMR =
CFI = 1.
TLI = 1.
GFI = 0.
AGFI = 0.
All six criteria used are declared a good fit.
Peer Support Based on the results of the trial on peer support, it is known that there are 24 valid After that, a trial calculation was carried out with a blueprint that had been rearranged, so that the results were as shown in Table 2.
Table 3.
Peer Support Instrument Items Aspects Emotional Instrumental Information Support
Friendship
Support
Indicator A sense of security Sympathy and care
Empathy Spirit
Providing facilities Material support
Giving hints Giving Advice
Study with a group of friends Involved in the group
Positive regard for the individual Total
Item Number
1, 12, 23
2, 13, 24
3, 14, 25
4, 15, 26
5, 16, 27
6, 17, 28
7, 18, 29
8, 19, 30
9, 20, 31
10, 21, 32
11, 22, 33
Total In the trial conducted on the peer support variable in the first round, the results of the calculation of all items were valid because the value of the difference power range was> 0.
To take research data, the items used were 24 items.
Based on the results of the initial CFA analysis of the multidimensional model of peer support, it was found that RMSEA = 0.
CFI = 0.
TLI = 0.
GFI = 0.
AGFI = 0.
These results found a multidimensional model that is not fit.
Then a model change is made by removing items with high covariance values and or covarying with many other items.
So that the fit model is obtained with the GoF value as follows:
Tabel.
Goodness of Fit Peer Support Goodness of Fit Indeks Cut off Value Results Model Evaluation Chi Ae Square O 448,691 .
f = 421,576 Good Fit
Probability Ou 0,05 0,230 Good Fit
RMSEA
O 0,08
0,009
Good Fit
GFI
Ou 0,90 0,961 Good Fit
AGFI
Ou 0,90 0,955 Good Fit
CMIN/DF
O 2,00
1,051
Good Fit
TLI
Ou 0,90 0,988 Good Fit
CFI
Ou 0,90 0,988 Good Fit 441 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy Based on the table above, it is known that the value of RMSEA = 0.
RMR =
CFI = 0.
TLI = 0.
GFI = 0.
AGFI = 0.
All six criteria used were declared a good fit.
Self-concept Based on the results of the trial on the self-concept instrument, there are 23 valid After that, a trial calculation is carried out with a blueprint that has been rearranged, which can get results as in Table 5.
Table 5.
Itemized Self-Concept Instrument
Aspects Indicator Item Number
Total
Physical 1, 9, 16
Social
2, 10
Moral
Spiritual Knowledge Physical 4, 11
Social
5, 12
Moral
6, 13
Spiritual Assessment
Physical 14, 17
Social
7, 18
Moral
8, 15, 19
Spiritual Total In the trials conducted on the self-concept variable in the fourth round, the results of the calculation of all items were valid because the value of the difference power range was> To take research data, the items used were 24 items.
In addition to getting the results of item discrimination, the reliability results of the data constructs from the existing trials were also obtained, the reliability results of each construct.
Based on the results of the initial CFA analysis of the multidimensional model of selfconcept, it was found that the multidimensional model fits the model with the following GoF Table 6.
Goodness of Fit Self-Concept
Goodness of Fit Indeks Cut off Value Results Model Evaluation Chi-Square Probability RMSEA
GFI
AGFI
CMIN/DF
TLI
CFI
O 178,485 .
f = Ou 0,05 O 0,08 Ou 0,90 Ou 0,90 O 2,00 Ou 0,90 Ou 0,90 442 | Nazhruna: Vol.
7 Issue 2, 2024
162,278
0,216
0,011
0,976
0,969
1,089
0,998
0,998
Good Fit Good Fit Good Fit Good Fit Good Fit Good Fit Good Fit Good Fit Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid Based on the table above, it is known that the value of RMSEA = 0.
RMR =
CFI = 0.
TLI = 0.
GFI = 0.
AGFI = 0.
All six criteria used were declared a good fit.
Moral Literacy Moral literacy is a complex achievement that involves the ability to navigate complex moral situations and respond appropriately to moral considerations 21.
It is not simply knowing and applying moral rules but also involves the ability to recognize and handle moral considerations in changing situations, to think about moral issues, to imagine alternative moral possibilities, and to manage one's own emotions and empathize with others.
Says that moral literacy is the ability to evaluate moral issues from various points of view, the ability to assess differences and provide other views on a matter 22.
Explains that moral literacy is a standard of the ability to make decisions that are considered right or wrong.
According to Clifford, this is a basic requirement in moral literacy 23.
A moral actor cannot be considered literate if he cannot make decisions.
Moral literacy is not just a collection of facts, but rather a level of competence in both moral judgment .
nterpretation of fact.
and action .
Aspects Sensitivity to Ethical Moral Table 7.
Moral Literacy Instrument Items Indicator Item
Number
Ability to determine situations involving 8, 17
ethical issues Awareness of the moral intensity of an 1, 9, ethical situation Ability to identify moral values 2, 10, 18
Understanding of ethical frameworks Ability to identify the truth
12, 19
Ability to assess ethical issues 3, 13, 20 Empathy 4, 14, 21 Ability to help others 5, 15, 22 Ability to understand others 6, 23 Responsible 7, 16, 24 Total Total In the trial conducted on the moral literacy variable in the second round, the results of the calculation of all items were valid because the value of the difference power range was> To take research data, the items used were 24 items.
21 Nancy Tuana.
AuConceptualizing Moral Literacy,Ay Journal of Educational Administration 45, no.
364Ae78, https://doi.
org/10.
1108/09578230710762409.
22 Tuana.
23 Michael Clifford.
AuMoral Literacy,Ay Teaching Ethic, 2011.
24 Katja Maria Vogt.
AuMoral Literacy,Ay Ethics 118, no.
: 726Ae30, https://doi.
org/10.
1086/590176.
443 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy Religiosity Based on the results of the trial on the Religiousness Instrument, it is known that the valid religiosity instrument is 22 items.
After that, the calculation of the trial in the second round with the blueprint that has been rearranged can get results as in Table 8.
Table 8.
Items of the Religiosity Instrument
Aspects Indicator Item Number
Total
Confidence Having faith in every belief that has been 5, 14
established by religion
Confident in carrying out every command
1, 6, 15
or prohibition that has been established by Religious Always follow the rules that have been 2, 7, 16
Practices commanded by religion
Appreciatio Having comfort in every act of worship
8, 17
Restlessness every time you don't worship
9, 18
Knowledge Understand the meaning of every act of 3, 10, 19
worship performed Knowing the consequences of not 4, 11, 20
performing acts of worship
Experience Carry out every commandment for the 12, 21
sake of Allah
Always perform obligatory and sunnah
13, 22
acts of worship Total In the trials conducted on the religiosity variable in the third round, the results of the calculation of all items were valid because the value of the difference power range was> 0.
To take research data, the items used were 22 items.
Table 9.
Cronbach's Alpha Instrument Reliability Test Value Instrument Cronbach Alpha Moral Literacy Religiousness Democratic Parenting Peer Support Self-Concept It is known that all instruments have a high-reliability value because they are in the range of 0.
70 - 0.
95, so it can be said that the instrument shows good consistency and stability (Sugiyono, 2.
(Sugiyono, 2.
(Yusuf, 2.
(A.
Muri Yusuf, n.
) (Hardani et al.
, 2.
444 | Nazhruna: Vol.
7 Issue 2, 2024 Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid Correlation Test Correlation between Constructs The correlation test is intended to obtain the magnitude of the variable relationship value and the direction of the relationship, positive or negative.
Researchers conducted a correlation test as an initial analysis before conducting regression and SEM analysis.
The construct correlation image and its value can be seen in the following:
Figure 2: Construct Correlation Test In this figure, it is known that each variable is correlated with the number of items that have been discarded during the analysis of the constructed model per variable and then which are also discarded at the correlation test stage so that they are fit.
The study also found that between variables have a significant relationship because the value of r count> r table.
Research Model Test Researchers then tested the research model with SEM analysis by the theory used.
The fit model image is as follows:
445 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy Figure 3: Research Model In this figure, it is known that the shape of the model and the number of model items are still the same as the shape of the correlation test model, only the direction of the arrows is different, which describes the role of variables or influences both direct and indirect roles.
The GoF analysis is summarized in the table below:
Table 10.
Research Model Fit Test
Goodness of Fit Indeks Cut off Value Results Chi-Square Probability RMSEA
GFI
AGFI
CMIN/DF
TLI
CFI
O 6949,344 .
f = 6.
Ou 0,05 O 0,08 Ou 0,90 Ou 0,90 O 2,00 Ou 0,90 Ou 0,90 7558,031 0,000 0,013 0,852 0,846 1,119 0,985 0,985 Model Evaluation Poor Fit Poor Fit Good Fit Marginal Fit Marginal Fit Good Fit Good Fit Good Fit Discussion This study has proven the measurement model and structural model of the influence of democratic parenting, peer support, and self-concept on moral literacy mediated by religiosity in adolescents.
The measurement model test has been analyzed and the results show that the items of each indicator used can measure one construct, as evidenced by the multidimensionality value of the indicator through confirmatory factor analysis (CFA), the results of construct validity and construct reliability have good values.
as well as the structural model.
446 | Nazhruna: Vol.
7 Issue 2, 2024 Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid The influence of democratic parenting on moral literacy Democratic parenting promotes the development of children's critical skills, including the ability to analyze moral situations, assess the consequences of actions, and make responsible decisions.
Children raised in a democratic environment tend to be more open to different values and beliefs, allowing them to develop an inclusive moral literacy.
Open communication and constant dialog in democratic parenting can help children interpret moral situations, understand value conflicts, and build a deeper understanding of ethics.
The results of this study are supported by research conducted 25, found that democratic parenting applied by parents can facilitate the development of moral literacy 26, added that democratic parenting can control children to always do good.
Reported that democratic parenting balanced with religious values can strengthen the understanding of moral values in children 27.
Where democratic parenting based on religious values can improve the ability to understand morals in children.
Found that democratic parenting integrated with religious values can mediate the relationship between religiosity and moral literacy in children.
Examined the effects of democratic parenting based on religious values on the development of moral literacy in children.
29 See that democratic parenting linked to religion can improve moral literacy in children across cultures.
3031 Explored the relationship between democratic parenting, religiosity, and moral literacy in adolescents.
32 Found that democratic parenting based on religious values can mediate the relationship between religiosity and moral literacy in children.
33 Reported that democratic parenting linked to religious values can suggest that increasing moral literacy in children in complex moral situations34.
Showed that A Brown.
B Smith, and C Johnson.
AuPeer Support and Moral Literacy in Adolescents,Ay Journal of Adolescent Psychology 15, no.
: 205Ae2020.
26 Harbeng Masni.
AuPeran Pola Asuh Demokrais Orangtua Terhadap Pengembangan Potensi Diri Dan Kreativitas Siswa,Ay Jurnal Imiah Dikdaya, 2021, 58Ae74.
Saifuddin Herlambang.
Bayu Suratman, and Abdel Kadir Naffati.
AuThe Role of Javanese Women in Domestic and Public Spheres: Challenges.
Trade Motives, and Parenting Practices,Ay Al-Athfal: Jurnal Pendidikan Anak 9, no.
2 (December 28, 2.
: 153Ae68, https://doi.
org/10.
14421/al-athfal.
Satriawati Satriawati et al.
AuThe Parenting of Single Parents in Forming Discipline for Ibtidaiyah Madrasah Students,Ay Tafkir: Interdisciplinary Journal of Islamic Education 4, no.
(July 22, 2.
: 401Ae13, https://doi.
org/10.
31538/tijie.
27 D Johnson and R Jones.
AuPeer Support and Moral Decision Making in High School Students,Ay Educational Psychology Review 28, no.
: 335Ae51.
28 Matyas Martynez et al.
AuLongitudinal Study of Peer Victimization.
Social Support, and Mental Health Early Adolescence,Ay Psychological Medicine .
1Ae16, https://doi.
org/10.
1017/S0033291724000035.
29 Ling Xu et al.
AuThe Impact of Self-Regulated Learning Strategies on Academic Performance for Online Learning during COVID-19,Ay Frontiers in Psychology 13 .
, https://doi.
org/10.
3389/fpsyg.
30 Widya Masitah and Juli Maini Sitepu.
AuDevelopment of Parenting Models in Improving ChildrenAos Moral Development,Ay Nazhruna:
Jurnal Pendidikan Islam .
769Ae76, https://doi.
org/10.
31538/nzh.
31 Yoesoep Edhie Rachmad et al.
AuThe Analysis of Parenting Patterns in Instilling Morals of Early Childhood,Ay Journal of Childhood Development 3, no.
: 13Ae21, https://doi.
org/10.
25217/jcd.
32 Dewinta Ariani.
Machmuroch, and Nugraha Arif Karyanta.
AuHubungan Antara Pola Asuh Demokratis Dan Religiusitas Dengan Kecerdasan Emosi Pada Siswa Kelas Vi SMP Negeri 26 Surakarta,Ay Jurnal Ilmiah Psikologi Candrajiwa, 2018, 1Ae13.
33 Johnson and Jones.
AuPeer Support and Moral Decision Making in High School Students.
Ay 34 Brown.
Smith, and Johnson.
AuPeer Support and Moral Literacy in Adolescents.
Ay 447 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy democratic parenting reinforced by religious values has a significant effect on children's moral literacy across different cultural contexts.
The influence of peer support on moral literacy The influence of peer support on moral literacy can have a significant impact on the development of one's moral values and ethical behavior.
Here are some ways in which engagement with peers can influence moral literacy.
Through interactions with peers, individuals can observe and learn from the moral behavior of their peers.
Peers who demonstrate positive attitudes, honesty, empathy, and tolerance can be inspirational models for moral value development.
36 Through shared activities and social experiences with peers, one can encounter moral situations that require decision-making.
This process can help hone moral literacy skills in understanding and responding to ethical challenges.
Peers can be an important source of moral support.
The existence of healthy and supportive friendships can provide a space for individuals to share values, moral concerns, and life experiences.
Interaction with peers allows one to better understand the feelings and perspectives of others.
This can develop empathy skills and help in the formation of more mature moral Through discussion and exchange of ideas with peers, individuals can be exposed to a variety of moral values and perspectives.
This can stimulate personal reflection and enrich moral literacy with a deeper understanding of the complexity of values.
Peers are often part of a social environment that establishes shared norms and rules.
Engaging in this environment can help one understand and adhere to the moral norms of the group.
Interaction with peers can help individuals form their moral identity.
In this process, values received from peers can become an integral part of how individuals interpret and internalize moral principles.
The research results obtained in this study are supported by other studies that have been Research by Brown and Dewi found that peer support significantly correlates with the development of moral literacy in adolescents.
3738 Examined the relationship between peer support and the level of moral decision-making in high school students.
The influence of self-concept on moral literacy Self-concept, or an individual's perception of his or her own identity and values, can have a significant influence on moral literacy.
How a person sees himself and how he understands his values and moral principles can shape ethical behavior and moral decisions.
Here are some of the influences of self-concept on moral literacy.
Individuals with a strong and cohesive self-concept are more likely to maintain their integrity.
They have a clear 35 Brown.
Smith, and Johnson.
36 Fitriah M.
Suud.
Abd.
Madjid, and Sutrisno.
AuThe Study Of Educational Honesty Stages Implementation in an Indonesian School,Ay Humanities & Social Sciences Reviews 7, no.
: 502Ae10, https://doi.
org/10.
18510/hssr.
37 Brown.
Smith, and Johnson.
AuPeer Support and Moral Literacy in Adolescents.
Ay 38 Ayurisma Dewi and Fithria.
AuTeman Sebaya Dengan Perkembangan Moral Pada Remaja,Ay Jurnal Ilmiah Mahasiswa Fakultas Keperawatan 2 .
: 1Ae6.
39 R Johnson.
, & Jones.
AuPeer Support and Moral Decision Making in High School Students,Ay Educational Psychology Review 28, no.
: 335Ae51.
Miftachul Huda et al.
AuIslamic Religious Education Learning Media in the Technology Era: A Systematic Literature Review,Ay At-Tadzkir: Islamic Education Journal 3, 2 (June 7, 2.
: 83Ae103, https://doi.
org/10.
59373/attadzkir.
448 | Nazhruna: Vol.
7 Issue 2, 2024 Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid understanding of their moral values and are committed to adhering to those principles.
A selfconcept that is sensitive to moral values can enhance moral awareness.
Individuals may be more likely to consider the ethical consequences of their actions and strive to act according to held values.
Individuals with a strong self-concept may be more likely to have moral courage, which is the ability to make decisions that are in line with their moral values, even in the face of social pressure or negative consequences.
If an individual sees themselves as having high moral values, this may motivate them to act by moral norms and pay attention to ethical aspects in their daily lives.
A solid self-concept can provide a basis for moral resilience.
4041 Individuals who have a good understanding of their moral identity may be better able to cope with moral pressures and conflicts.
A good self-concept can also help individuals understand themselves and others more deeply.
This understanding can enrich moral literacy by recognizing the diversity of moral values and perspectives.
A dynamic self-concept and openness to moral growth can encourage individuals to constantly consider and reflect on their moral values over time.
Some studies that support the results of this study are research conducted by Brown found that positive self-concept correlates with better moral behavior in children.
42 Sani & NRH examined the relationship between self-concept and moral decision-making in adolescents.
Research conducted by Ranny explores how self-concept influences moral judgments in 44 Respati showed that a strong self-concept in early adolescence can predict consistent moral behavior in adulthood.
45 Research by Zuldafrial shows that self-concept has a universal impact on the development of moral literacy.
46 Research O'Mara suggests that interventions that promote positive self-concept can improve moral understanding in children and also usually positive thinking.
4748 Meta-analysis research by Brown concluded that there is 40 Hambali.
AuStudentsAo Reaction Towards Nation Characters Education and the Impacts on the Practice Nationalist Characters,Ay Journal Applied Sciences .
1167Ae75, https://doi.
org/10.
3923/jas.
41 Ilham Hudi.
AuPengaruh Pengetahuan Moral (Moral Knowin.
Terhadap Prilaku/Perbuatan Moral (Moral Actio.
Pada Siswa SMP Kota Pekanbaru Berdasarkan Pekerjaan Orang Tua,Ay Jurnal Pendidikan Tambusai 5, no.
: 6671Ae74.
42 C Smith.
, & Brown.
AuThe Impact of Peer Support Groups on Moral Understanding in Elementary School Children,Ay Journal of Moral Education 24, no.
: 487Ae502.
43 Fitriana Sani and Frieda NRH.
AuKonsep Diri Dan Pengambilan Keputusan Menjadi Santri Di Pondok Modern Assalaam Temanggung,Ay Jurnal Empati 4, no.
: 163Ae72.
Maidahtus Sholihah.
Cholil, and Yusria Ningsih.
AuQurAoanic Counseling with Motivational Guidance QS.
Al-Baqarah Verses 155-156, in Overcoming Anxiety in One of the Students,Ay Dirasah International Journal of Islamic Studies 2, no.
1 (June 18, 2.
: 87Ae95, https://doi.
org/10.
59373/drs.
Luluk Asmawati.
AuThe Development of Puzzle Games for Early Childhood Based on the Banten Local Culture,Ay Jurnal Ilmiah Peuradeun 11, no.
2 (May 30, 2.
: 531Ae50, https://doi.
org/10.
26811/peuradeun.
Muhammad Iqbal Juliansyahzen et al.
AuBetween Sharia.
Gender, and Science in the Construction of AoIddah: The Response of BanyumasAo Ulamas,Ay El-Mashlahah 14, no.
(June 30, 2.
: 189Ae210, https://doi.
org/10.
23971/el-mashlahah.
44 Ranny et al.
AuKonsep Diri Remaja Dan Peranan Konseling,Ay Jurnal Penelitian Guru Indonesia 2, no.
: 40Ae47.
45 Winanti Siwi Respati.
Aries Yulianto, and Noryta Widiana.
AuPerbedaan Konsep Diri Antara Remaja Akhir Yang Mempersepsi Pola Asuh Orang Tua Authorian.
Permissive Dan Authoritative,Ay Jurnal Psikologi 4, no.
: 119Ae38, http://digilib.
id/public/UEU-Journal-4977-ibuwin.
46 Zuldafrial.
AuPerkembangan Nilai.
Moral Dan Sikap Remaja,Ay Al-Hikmah 8, no.
: 29Ae48, https://doi.
org/10.
24260/al-hikmah.
47 Alison J.
OAoMara.
Jasmine Green, and Herbert W.
Marsh.
AuAdministering Self-Concept Interventions in Schools: No Training Necessary? A Meta-Analysis,Ay International Education Journal 7, no.
: 524Ae33.
449 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy a significant positive relationship between positive self-concept and moral literacy across age 49 Where is the relationship between self-concept and moral attitudes in adolescents? Research by Johnson found that increased self-concept in children also contributes to improved moral behavior.
50 A strong self-concept can help individuals to maintain consistent moral behavior in challenging situations.
The Influence of peer support on moral literacy through mediators of Religiosity The influence of peer support on moral literacy through mediators of religiosity can play an important role in shaping an individual's moral values.
Here are ways in which peer support can affect moral literacy through the influence of religiosity as a mediator.
51 Peer support that exhibits positive religious behavior can serve as a model for individuals.
Observation of peers who practice religious values can motivate and shape an individual's moral understanding.
Through interaction and exchange of religious values and beliefs with peers, individuals can deepen their understanding of moral literacy.
Shared discussion and reflection can help internalize moral values.
Peer support can create a sense of solidarity in religious values.
Jointly applying these values in everyday life can strengthen moral literacy through mediators of social and spiritual experience.
A social environment made up of peers who support religious values can create social norms that promote moral literacy.
This social climate can provide support and reinforcement in the development of moral consciousness.
Peers who engage in religious communities together can deepen the religious experience.
Participation in joint religious activities can be a mediator that enriches moral literacy.
Moral and ethical support from peers in religious contexts can reinforce moral values.
52,53 Peers who provide support in defending religious principles can contribute to moral literacy through social support mediators.
Self-conformity with peers who share similar religious values can create a shared identity and understanding.
can act as a mediator that strengthens moral literacy in the context of religious values.
Social exchange theory suggests that peer support can be a positive driver for adopting religious values and building moral literacy through positive social interaction and mutual Smith.
, & Brown found that peer support grounded in religious values can Fitriah M.
Suud.
Kana Safrina Rouzi, and Faisal bin Huesin Ismail.
AuProceedings of Eighth International Congress on Information and Communication Technology : ICICT 2023.
London.
Volume 1,Ay in Proceedings of Eighth International Congresson Information and Communication Technology, vol.
3 (London, 2.
, 1116.
49 Brown.
Smith, and Johnson.
AuPeer Support and Moral Literacy in Adolescents.
Ay 50 Johnson.
, & Jones.
AuPeer Support and Moral Decision Making in High School Students.
Ay 51 Nur Aisyiah Yusri.
Mariah Kibtiyah, and Thoat Hamim.
AuEmotional Intelligence with Learning Achievements Reviewed from Islamic Education,Ay International Journal of Islamic Educational Psychology 1, no.
: 112Ae25, https://doi.
org/10.
18196/ijiep.
52 Eniwati Khaidir et al.
AuIslamic Education in Forming StudentsAo Characters at As-Shofa Islamic High School.
Pekanbaru Riau,Ay International Journal of Islamic Educational Psychology 1, no.
1 (July 1, 2.
: 50Ae63, https://doi.
org/10.
18196/IJIEP.
Hasan Basri et al.
AuModern Education Management: Challenges.
Strategies Towards a Future of Continuing Education,Ay Munaddhomah: Jurnal Manajemen Pendidikan Islam 5, no.
(July 2, 2.
: 260Ae69, https://doi.
org/10.
31538/munaddhomah.
53 Daniel Poremski et al.
AuThe Impact of Peer Support Work on the Mental Health of Peer Support Specialists,Ay International Journal of Mental Health Systems 16, no.
: 1Ae8, https://doi.
org/10.
1186/s13033022-00561-8.
450 | Nazhruna: Vol.
7 Issue 2, 2024 Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid facilitate the development of moral literacy in adolescents.
54 Brown reports that peer support that occurs in religious contexts can strengthen the understanding of moral values in 55 Martynez found that peer support in religious communities can be a source of moral inspiration for adolescents.
56 Lee & Park found that peer support associated with religious activities can mediate the relationship between religiosity and moral literacy in 57 Rochimah examined the effect of peer support based on religious values on the development of moral literacy in children58.
Lee & Park report that peer support in religious contexts can improve moral literacy in children in various cultures.
59 Where the relationship between peer support, religiosity, and moral literacy in adolescents, a religious context can mediate the relationship between religiosity and moral literacy in children.
Smith & Brown report that peer support in religious contexts can result in increased moral literacy in children in complex moral situations.
The Influence of self-concept on Moral Literacy Through mediators of Religiosity The influence of self-concept on moral literacy through mediators can create a complex relationship between self-perception and understanding of moral values.
Here are some ways in which self-concept can affect moral literacy through mediators.
A self-concept that includes moral integrity and consistency of values can be a mediator for moral literacy.
a person sees himself or herself as an individual who sticks to moral principles, this can influence their moral decisions and actions.
Self-concept, which includes the perception of moral responsibility, can mediate the relationship between how a person sees himself or herself and the extent to which they or feels responsible for making moral decisions and acting according to those values.
This is also to avoid bullying in adolescents.
61 Self-awareness of the values and moral norms espoused can act as a mediator.
If a person has a high moral awareness of his self-concept, this can strengthen moral literacy.
Self-acceptance in a moral context, including acceptance of moral strengths and weaknesses, can mediate the influence of self-concept on moral literacy.
Self-acceptance can provide a basis for moral growth and improvement.
A self-concept that understands the difference between good and bad can serve as a mediator.
Self-understanding of moral aspects 54 Smith.
, & Brown.
AuThe Impact of Peer Support Groups on Moral Understanding in Elementary School Children.
Ay 55 Brown.
Smith, and Johnson.
AuPeer Support and Moral Literacy in Adolescents.
Ay 56 Martynez et al.
AuLongitudinal Study of Peer Victimization.
Social Support, and Mental Health during Early Adolescence.
Ay 57 J Lee.
Kim.
, & Park.
AuLongitudinal Study of Peer Support and Moral Conflict Resolution in Early Adolescents,Ay Developmental Psychology 38, no.
: 125Ae40.
58 Rochimah Imawati Rochimah.
AuThe Contribution of Social Support and Religious History on Religious Conversion: A Quantitative Study in South Tangerang,Ay in International Conference on Diversity and Disability Inclusion in Muslim Societies, vol.
153 (Atlantis Press, 2.
, 67Ae72, https://doi.
org/10.
2991/icddims-17.
59 Lee.
Kim.
, & Park.
AuLongitudinal Study of Peer Support and Moral Conflict Resolution in Early Adolescents.
Ay 60 Smith.
, & Brown.
AuThe Impact of Peer Support Groups on Moral Understanding in Elementary School Children.
Ay 61 Fitri Feliana et al.
AuBibliometric Analysis: Research on Bullying and Relational Bullying,Ay E3S Web of Conferences 440 .
, https://doi.
org/10.
1051/e3sconf/202344003016.
451 | Nazhruna: Vol.
7 Issue 2, 2024 Exploring Religiosity as Mediator of The Association Between Democratic Parenting.
Peer Support, and Self-Concept Among Adolescent Moral Literacy can guide individuals in making the right moral decisions.
62 Self-concept that includes moral toughness, that is, the ability to remain true to moral values in the face of pressure or temptation, can be a powerful mediator for moral literacy.
If a person identifies himself with a model of moral behavior, that self-concept can be a mediator between moral identity and understanding of moral values.
This identification can motivate moral action and shape moral A self-concept that is open to moral growth and development can mediate the relationship between self-understanding and moral literacy.
The process of reflection and continuous learning can be a mediator in enriching moral literacy.
The results of this study are supported by research conducted by Vitell found that a positive self-concept reinforced by religious values can facilitate the development of moral literacy in adolescents.
63 BCaek & Besta report that self-concept associated with religious values can strengthen the understanding of moral values in children.
64 Martynez found that self-concept reinforced by religious values can improve moral comprehension abilities in children.
65 From self-concept based on religious values to the development of moral literacy in children.
Meanwhile.
Lee & Park see that self-concept related to religious values can increase moral literacy in children in various cultures.
66 This self-concept also linked to religious values can result in increased moral literacy in children in complex moral Self-concept reinforced by religious values has a significant effect on moral literacy in children in a variety of cultural contexts.
CONCLUSION
After conducting research, it was found that the assumption that authoritarian parenting can shape the morale of adolescents was refuted by this study which found that it is democratic parenting that can improve the ability of adolescents to respond well to moral Positive peer support and positive adolescent self-concept have a good influence on improving adolescent moral literacy.
In addition, religiosity was found to be a moderating variable between democratic parenting, peer support, and self-concept, where when students have good religiosity, they will be able to respond well to moral issues.
Theoretically, this study describes how the results of previous research are related to the variables in the research so that a comparison is made from each previous research finding.
Thus, the results of this study show that theoretically, the variables of democratic parenting, peer support, and selfconcept can play a role in moral literacy and religiosity.
It was also found that religiosity can be a mediator variable.
Thus, the results of this study can be a reference for information and 62 Kahfi Hizbullah and Rina Mulyati.
AuThe Role of Gratitude and Family Support on Psychological WellBeing of Mothers with Autistic Children,Ay International Journal of Islamic Educational Psychology 3, no.
: 2Ae18, https://doi.
org/10.
18196/ijiep.
63 Scott John Vitell et al.
AuReligiosity and Moral Identity: The Mediating Role of Self-Control,Ay Journal of Business Ethics 88, no.
: 601Ae13, https://doi.
org/10.
1007/s10551-008-9980-0.
64 Magdalena BCaek and Tomasz Besta.
AuSelf-Concept Clarity and Religious Orientations: Prediction of Purpose in Life and Self-Esteem,Ay Journal of Religion and Health 51, no.
: 947Ae60, https://doi.
org/10.
1007/s10943-010-9407-y.
65 Martynez et al.
AuLongitudinal Study of Peer Victimization.
Social Support, and Mental Health during Early Adolescence.
Ay 66 Lee.
Kim.
, & Park.
AuLongitudinal Study of Peer Support and Moral Conflict Resolution in Early Adolescents.
Ay 452 | Nazhruna: Vol.
7 Issue 2, 2024 Widya Masitah.
Asmadi Alsa.
Partino.
Abd.
Madjid theoretical recommendations in the study of educational psychology to consider the use of moral literacy and religiosity construct models in developing good moral attitudes.
This study has limitations related to the sample that only focuses on students in Muhammadiyah schools in Medan City.
So that the results cannot be generalized to other Therefore, further research is recommended to look at the problem of moral literacy in public school adolescents in other cities.
In addition, this study does not see differences in gender so it equalizes as a whole and cannot provide different interventions while the character of adolescent boys and adolescent girls have different tendencies.
Looking at the approach used, this study purely uses quantitative methods so it has not been able to find a deeper reason related to the problem of moral literacy.
Therefore, for a more in-depth and comprehensive understanding, it is recommended to be able to conduct research with mixed methods.
REFERENCES