Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
DOI: http://dx.
org/10.
32478/leadership.
Available online at: https://e-journal.
staima-alhikam.
id/mpi THE INFLUENCE OF RELIGIOUS AWARENESS ON STUDENT ETHICS AT UIN KIAI HAJI ACHMAD SIDDIQ JEMBER WITH LECTURERS' RELIGIOUS BEHAVIOR AS AN INTERVENING FACTOR Nuruddin*1 1Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.
Indonesia.
Corresponding author: nuruddinponjer@gmail.
Submission Track:
Submission : 26-02-2026
Accept Submission : 11-05-2026
Available Online
: 13-06-2026
A 2026 The Author.
This open-access article is licensed under CC-BY-SA 4.
org/licenses/by-sa/4.
0/).
Abstract This article aims to describe the role of religious consciousness in etiquette, with lecturersAo religious behavior as an intervening variable, among students of the Faculty of Tarbiyah at the Kiai Haji Achmad Siddiq State Islamic University of Jember.
East Java.
This study uses a quantitative method with a causal explanatory The sample was calculated by multiplying 11 indicators by an interval of 7, yielding a total of 77 students selected using the side quota technique.
Descriptive analysis uses the SPSS version 27.
1 application to calculate the percentage of tendency.
Hypothesis testing in SmartPLS 4.
0 involves two stages:
measurement model testing and structural testing.
The research findings conclude that religious consciousness influences student etiquette by 46%.
Religious consciousness influences lecturersAo religious behavior by 56.
LecturersAo religious behavior influences student etiquette by 43.
Keywords: Religious Consciousness.
The Etiquette.
Lecturers In Religious Behavior.
Students.
Abstrak Artikel ini bertujuan untuk mendeskripsikan peran kesadaran beragama terhadap adab tata krama dengan variabel perilaku keagamaan dosen sebagai variabel intervening pada mahasiswa fakultas tarbiyah di Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.
Jawa Timur.
Penelitian ini menggunakan metode Dengan pendekatan causal eksplanatori.
Sampel dihitung dengan mengalikan 11 indikator dengan interval 7 yang diperoleh jumlah responden sebanyak 77 mahasiswa yang dipilih menggunakan teknik kuota samping.
Analisis deskriptif menggunakan aplikasi SPSS versi 27.
1 untuk menghitung persentase Sedangkan pengujian hipotesis menggunakan aplikasi smart-pls versi Leadership: Jurnal mahasiswa manajemen pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026 0 dengan dua tahap pengujian yaitu uji model pengukuran, outer model, measurement model dan uji structural.
Temuan penelitian menyimpulkan bahwa.
kesadaran beragama berpengaruh terhadap tata krama mahasiswa sebesar 46,%.
Kesadaran beragama berpengaruh terhadap perilaku keagamaan dosen sebesar sebesar 56,4%.
Perilaku keagamaan dosen berpengaruh terhadap tata krama mahasiswa sebesar43.
Kata kunci: Kesadaran Religius.
Etiket Dosen.
Perilaku Religius.
Mahasiswa
INTRODUCTION
Good manners are part of our ancestral culture, and some students are now beginning to forget them.
Respect for others, including young people, is highly valued (Maulana & Musyarapah, 2.
Good behavior from elders and respect for the younger generation are absent in todayAos schools (Anggita.
Endraswara, & Rohman, 2.
According to data from the Indonesian Education Monitoring Network (JPPI), 641 cases of violence were recorded in Indonesian educational institutions in 2025.
The violence was dominated by sexual violence .
65%), bullying .
31%), and physical violence (Ali & Zahra, 2.
The Indonesian TeachersAo Union Federation (FSGI) recorded 36 cases of violence in educational institutions from January to September 2025.
This figure represents a 11.
87% increase compared to the previous year.
Cases involving teachers and students accounted for 46% of cases, compared with peers or parents .
xcluding teacher.
(Sumawiharja.
Rahmawati, & Medina, 2.
addition to teacher-student relationships, violence between peers was also recorded at 31%.
Meanwhile, violence between adults and children accounted for Senior-junior relationships accounted for 7% of the total cases, indicating that hierarchical violence persists in several educational institutions (Wijoyo & Kenneth, 2.
While these figures are concerning, the increase in reporting can also be interpreted as a growing public consciousness of the need to strengthen etiquette in educational settings (Ikhza.
Nugroho, & Wahyono, 2.
Ethical behavior in academic settings fosters a positive learning environment, improves interpersonal relationships, and ultimately leads to academic success (Hidayat et al.
, 2.
The etiquette behavior referred to in this study is a system of values used by students as a normative framework for regulating interactions with others (Zarkasyi, 2.
, including appropriate speech and respect for elders and even juniors (Alina.
Zani.
Norman, & Sianturi, 2.
Etiquette behavior is measured using three indicators:
language etiquette, respect, and behavior (Heitmayer & Schimmelpfennig, 2.
Several previous studies have shown that, according to (Promsri.
Chaigusin, & Tupmongkol, 2.
, determinants of behavior include culture and social norms, education, and beliefs as a way of life.
This aligns with (Wambui, 2.
research, which concluded that religious consciousness influences life principles, serves as a guide, and provides a source of ethical values in interactions with others (Devi & Rahmatullah, 2.
This aligns with (Kurucay, 2.
Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026 which finds that religious consciousness strongly shapes ethical etiquette, reflected in daily actions.
Religious consciousness, especially in higher education, is no longer merely theoretical knowledge of religion but involves feelings, attitudes, and behaviors that reflect religious beliefs and values in everyday life (Zarkasyi, 2.
Individuals with religious consciousness can face difficulties, believing that every difficulty is a test from God for His servants (Rosadi.
Arifin, & Nursobah, 2.
In this study, religious consciousness is defined as religious feeling, divine experience, faith, religious attitudes, and behavior, organized within the personality's mental Religious consciousness is measured using a scale based on DavisAos theory of five aspects of religious consciousness: belief, appreciation, worship, knowledge, and practice (Davis & Jr, 2.
Research suggests that the potential to strengthen religious consciousness in students is influenced by the religious behavior of educators in teaching and learning activities.
Teachers serve as role models for their students.
teachers are respected and imitated (Javier-aliaga & Valle-chafloque, 2.
Teachers serve as role models for their students and are therefore often imitated.
This aligns with (Munthe.
Sirait, & Sihombing, 2.
research, which concluded that teachersAo religious behavior encourages students to conform to religious This research, supported by (Suryana, 2.
, religious consciousness emphasizes the importance of politeness, both to the older and the younger.
Several previous studies have not comprehensively examined the role of religious consciousness on etiquette, with lecturersAo religious behavior as an intervening variable.
Therefore, this study identifies novelty and gaps in research by combining conceptual models to measure etiquette among students as agents of change at Kiai Haji Achmad Siddiq State Islamic University.
Jember.
East Java, using the variables of religious consciousness and lecturersAo religious behavior.
RESEARCH METHOD
This study employed quantitative methods.
Using a causal explanatory approach (Caniago, 2.
, the study aimed to examine the influence of the independent variables .
ecturersAo religious consciousness and religious behavio.
on the dependent variable .
tudentsAo etiquett.
The data collection tool used was a questionnaire distributed to students of the Tarbiyah Faculty of Kiai Haji Achmad Siddiq State Islamic University.
Jember.
East Java, from December 19, 2025, to January 10, 2026.
The sample calculation was based on the number of indicators using the Hair et al.
approach, which involves multiplying the total number of indicators by 5 to 10 (Barroga & Janet, 2.
This study had 11 indicators, and multiplying 11 by 7 yielded a sample of 77 students selected via quota sampling.
The scoring in this study used a Likert scale to measure individuals' or groups' attitudes, opinions, and perceptions regarding social phenomena.
This data analysis used several instrument tests, including a validity test, with the Leadership: Jurnal mahasiswa manajemen pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026 criterion being valid if the calculated r is greater than the table r, and conversely, if the calculated r is less than the table r, the instrument is invalid (Ji.
Yue, & Zheng.
Descriptive analysis was then conducted by calculating the average percentage across all respondentsAo answers.
According to (Rahayu & Sari, 2.
, the percentage calculation is done by dividing the actual score by the ideal maximum score.
The percentage formula used is:
Description:
P: Percentage F: Response Frequency Ocf: Total Response Frequency Table A.
Percentage Category Class Interval Criteria 0% Ae 20% Very Poor 21 % Ae 40% Poor 41 % Ae 60 % Adequate 61 % Ae 80 % Good 81 % Ae 100 % Very Good In conducting SEM analysis, there are two testing stages: the measurement model .
uter mode.
and the structural model .
nner mode.
(Wengstrym, 2.
The measurement model testing aims to examine the indicators .
anifest variable.
against the latent variables (Ji et al.
, 2.
Indicators are considered convergent valid if their factor loadings are greater than 0.
708 and their Average Variance Extracted (AVE) is greater than 0.
5 (Evi & Rachbini, 2.
Reliability testing uses internal consistency reliability, with CronbachAos Alpha (CA).
Composite Reliability (CR), and rho_A values each greater than 0.
7 (Cheah.
Thurasamy.
Memon.
Chuah, & Ting, 2.
Next, a determination coefficient test is conducted to assess the model's ability to explain the sample (Byrne, 2.
The sample is considered capable of explaining the model if the R-square value is greater than 0.
Once the model is appropriate, the next step is to test the hypothesis to determine whether the hypothesized relationship is supported (Fernanda.
Luthifiana, & Akhyar, 2.
The hypothesis in this study can be accepted if the results are in accordance with the Rule of Thumb: if the p-value is below 0.
05, then the t-statistic is 1.
The significance value that can be used .
ne-taile.
t-value is 1.
96 (Significance level = 5%) (Darwin & Umam, 2.
Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026
RESULTS AND DISCUSSION
Based on the results of the recapitulation of responses from 77 students in the Faculty of Islamic Education.
Kiai Haji Achmad Siddiq State Islamic University.
Jember, for each variable, the following is presented:
Descriptive analysis of the consciousness variable The religious consciousness variable, measured using five indicators:
belief, appreciation, worship, knowledge, and practice, is summarized in the following table:
Table A.
Descriptive Analysis of Religious Consciousness Variables Statement Value Percentage Belief I believe that nothing happens without GodAos permission I believe that God is All-Seeing of all human actions Experiencing I realize that everything that happens in my life has been determined by God I realize that all actions in this world will be accounted for in the afterlife Worship I feel calm after completing prayer I perform obligatory and recommended acts of worship Knowledge I have a good understanding of what is permissible and forbidden, good and bad in religion I attend religious discussions on and off campus Experiencing I control myself from reprehensible actions and those that are inconsistent with religious teachings I help people who still need help Total average percentage of the religious consciousness Source: processed primary data .
The description of the religious consciousness variable yielded a percentage of 90.
1%, indicating that students at the Faculty of Islamic Education.
Kiai Haji Achmad Siddiq State Islamic University.
Jember, have very good religious The highest percentage, 99.
2%, was for AuI realize that all actions in this world will be accounted for in the afterlife.
Ay This indicates that students at the Faculty of Islamic Education.
Kiai Haji Achmad Siddiq State Islamic University.
Jember, agree that the most important factor in developing religious Leadership: Jurnal mahasiswa manajemen pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026 consciousness is realizing that all actions in this world will be accounted for in the Descriptive analysis of etiquette variables The etiquette variable in this study was measured using three indicators:
polite language, polite respect, and polite behavior.
The results of the analysis, calculating the percentage values for each statement, are detailed in the following Table A.
Descriptive Analysis of Manners Variables Statement Value Percentage Tata krama dalam berbahasa I try to avoid swearing/rude language when communicating with friends I greet friends and lecturers in a friendly manner Manners of Respect I respect others who have different opinions or beliefs I treat friends well even though we have different opinions or beliefs Manners of Behavior When I make a mistake.
I immediately apologize I carry out my teaching duties with sincerity and Total average percentage of the etiquette variable Source: processed primary data .
The descriptive results for the etiquette variable showed a percentage of 3%, indicating that the etiquette of students at the Faculty of Tarbiyah.
Kiai Haji Achmad Siddiq State Islamic University.
Jember, falls in the very good category.
The highest percentage, 91.
7%, was for AuI carry out my teaching duties with sincerity and responsibility.
Ay This indicates that students of the Tarbiyah Faculty at Kiai Haji Achmad Siddiq State Islamic University in Jember agree that the most important factor in assessing etiquette is recognizing that teachers fulfill their duties with sincerity and responsibility.
Descriptive analysis of lecturersAo religious behavior variables The lecturersAo religious behavior variables in this study were measured using three indicators: religious beliefs, religious practices, and religious feelings.
The results of the analysis of the percentage values for each statement are detailed in the following table.
Table A.
4 Descriptive Analysis of Lecturer Religious Behavior Variables Statement Value Percentage Beliefs Lecturers can provide an understanding of religion in Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
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02 bulan Juni 2026 Lecturers can encourage students to be serious in overcoming various obstacles to learning and assignments in daily life Religious Practice Lecturers can guide, direct, and monitor students to think logically, critically, creatively, and innovatively 88.
Lecturers can provide examples of behavior that demonstrate concern for others Religious Feelings Lecturers can instill a love for their country and religion Lecturers provide examples of attitudes and actions that demonstrate respect for diverse communities Total percentage value of Lecturer Religious Behavior variable Source: processed primary data .
The descriptive results for the lecturerAos religious behavior variable showed a percentage of 88.
9%, indicating that lecturersAo religious behavior at the Faculty of Tarbiyah.
Kiai Haji Achmad Siddiq State Islamic University Jember, falls in the very good category.
The highest percentage, 90.
4%, was for AuLecturers can encourage students to be serious in overcoming various obstacles to learning and assignments in daily life.
Ay This shows that students agree that the main factor in assessing a lecturerAos religious behavior is the lecturerAos ability to encourage students to take their studies seriously and overcome various obstacles to learning and assignments in daily life.
SMART PLS Inference Analysis Further analysis using the SMART PLS application by examining the design path diagrams of the outer and inner models in this study is illustrated as follows:
Figure A1.
SMART PLS Outer Model Output The measurement model analysis, or outer model, uses two testing stages:
Construct validity and reliability, and .
Discriminant validity, as detailed below:
Construct validity Convergent validity is the factor loading value for the latent variable and its Leadership: Jurnal mahasiswa manajemen pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026 Table A.
5 Output Validity Value for the Religious consciousness (RC) Item RC Statement Outer Loading Criteria Decision >0,6 Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
X10
Source: Data processing with Smart PLS 3, 2026 Tabel A.
6 Output Validity Value of Etiquette of Students (ES) Item ES Statement Outer Loading Criteria Decision >0,6 Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid Source: Data processing with Smart PLS 3, 2026 Table A.
7 Output Validity Value of Religious Behavior Lecturers' (RBL) Item RBL Statement
Outer Loading Criteria Decision >0,6 Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid
>0,6
Valid Source: Data processing with Smart PLS 3, 2026 Based on the results of PLS data processing, presented in Tables 5, 6, and 7, all indicators in this study have outer loadings > 0.
70, thus meeting the requirements for Convergent Validity in the adequate and good categories.
Therefore, this study can proceed to the next phase of validity testing.
Construct Reliability The next test measures reliability using three criteria: Cronbach's Alpha (CA).
Composite Reliability (CR), and Average Variance Extracted (AVE).
The following presents the composite reliability values for each variable:
Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026 Table A.
8 Output Variable Reliability Variable Cronbach's Alpha Composite Reliability RBL Source: Data processing with Smart PLS 3, 2026 Based on the data presented in Table 5.
4, it is concluded that all constructs meet the reliability criteria, as evidenced by composite reliabilities ranging from 8 to 0.
All indicators consistently measure the three variables.
Output Average Variance Extracted (AVE) A variable is declared tested or reliable if its AVE is at least 0.
The details of the AVE output values are as follows:
Table A.
9 Output Average Variance Extracted Variable Average Variance Extracted (AVE) ES (Student Etiquett.
RBL (Religious Behavior Lecture.
RC (Religious consciousnes.
Source: Data processing with Smart PLS 3, 2026 The data in this table show that the AVEs for all variables exceed 0.
indicating that all variables are reliable.
All indicators reflect the four measured If all indicators are standardized, the AVE equals the average of the block .
Structural Model Analysis (Inner Mode.
Using R-Square (R.
The R-Square value is included to determine the magnitude of the impact of the independent latent variables on the dependent variable.
Table A.
10 Output R-Square (R.
Values Variable R Square R Square Adjusted RBL Source: Data processing with Smart PLS 3, 2026 Based on Table 10, the R-Square value for the latent variable Student Manners (ES) is 0.
642, indicating that the variability in religious consciousness (RC) and Lecturer Religious Behavior (RBL) accounts for 64.
2% of the variance.
Meanwhile, for the variable Lecturer Religious Behavior, the R-Square value is 318, indicating that the variability in religious consciousness (RC) accounts for 8% of the variance.
Hypothesis Testing The hypothesis in this study can be accepted if the results are consistent with the Rule of Thumb and the p-value is below 0.
05, and the t-statistic is 1.
The usable significance value .
ne-taile.
t-value is 1.
96 (Significance level = 5%).
Evaluation of the Statistical Calculation Model using Bootstrapping in SmartPLS 3.
is as follows:
Leadership: Jurnal mahasiswa manajemen pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026 Table A.
11 Hypothesis Testing Original Sample (O) Sample Mean (M) Standard
Deviation (STDEV) T Statistics (|O/STDEV|) P Values RBL -> ES
RC -> ES
RC -> RBL
Source: Data processing with Smart PLS 3, 2026 Based on the results of the Path Coefficients test in Table 11, the three hypotheses in this study can be explained and concluded, as follows:
Hypothesis 1 examines the effect of lecturersAo religious behavior (RBL) on student etiquette (ES).
The test results yielded a p-value of 0.
000 < 0.
the following conclusion is accepted: Ha is accepted: lecturersAo religious behavior (RBL) influences student etiquette (ES).
The Original Sample (O) value of 0.
indicates that lecturersAo religious behavior accounts for 43.
7% of the variance in student etiquette.
Hypothesis 2 examines the effect of religious consciousness (RC) on student etiquette (ES).
The test results yielded a p-value of 0.
000 < 0.
the following conclusion is accepted: Ha is accepted: religious consciousness (RC) influences student etiquette (ES).
The Original Sample (O) value of 0.
468 indicates that religious consciousness accounts for 46.
8% of the variance in student This finding reinforces research (Wambui, 2.
that found that religious consciousness influences life principles, serves as a guide, and provides a source of ethical values in interactions with others.
This aligns with research (Kurucay, 2.
, which found that religious consciousness strongly shapes ethical etiquette, reflected in daily actions.
Hypothesis 3 tested the effect of religious consciousness (RC) on lecturersAo religious behavior (RBL).
The test results yielded a p-value of 0.
000 < 0.
005, thus confirming the following: Ha is accepted: religious consciousness (RC) influences lecturersAo religious behavior (RBL).
The Original Sample (O) value of 0.
564 indicates that religious consciousness has a 56.
4% effect on on lecturersAo religious behavior.
These results align with research suggesting that educatorsAo religious behavior during teaching and learning activities influences the potential to strengthen studentsAo religious consciousness.
Teachers serve as role models for their students.
therefore, teachers are respected and imitated (Javier-aliaga & Valle-chafloque, 2.
Teachers serve as role models for their students and are therefore often imitated.
This aligns with Munthe.
Sirait, and SihombingAos .
research, which concludes that teachersAo religious behavior encourages students to conform to religious norms.
This research, supported by Suryana .
, emphasizes the importance of religious consciousness for both the older and the Leadership: Jurnal Mahasiswa Manajemen Pendidikan Islam ISSN (P): 2721-7108.
ISSN (E): 2715-0399
Vol.
07 No.
02 bulan Juni 2026
CONCLUSION
Based on the research findings, conclusions can be drawn regarding the three hypotheses in this study: lecturersAo religious behavior influences student etiquette by 43.
This means that the better the lecturerAos religious behavior in encouraging students to overcome various obstacles to learning and fulfill their assignments in daily life, the greater the lecturer's impact on studentsAo consciousness of fulfilling their duties as teachers with sincerity and responsibility.
Religious consciousness influences student etiquette by 46.
This means that the better the studentAos religious consciousness, the more they realize that all actions in this world will be accounted for in the afterlife, the more they are motivated to carry out their duties as teachers with sincerity and responsibility.
Religious consciousness influences the lecturerAos religious behavior by This means that the better the studentAos religious consciousness, with the realization that all actions in this world will be accounted for in the afterlife, the more it improves the lecturerAos religious behavior in encouraging students to seriously overcome various obstacles to learning and assignments in daily life, impacting studentsAo consciousness of carrying out their duties as teachers with sincerity and responsibility.
This finding strengthens the research findings (Wambui, 2.
, which concluded that religious consciousness influences life principles, serves as a guide, and provides a source of ethical values in interactions with others.
This aligns with Kurucay .
's research, which finds that religious awareness strongly shapes ethical etiquette, as reflected in daily actions.
This research, supported by Suryana .
, emphasizes the importance of religious awareness for both the older and the younger.
The limitation of this research is that it covers only the population at the Faculty of Tarbiyah.
Kiai Haji Achmad Siddiq State Islamic University.
Jember.
Hence, the researcher suggests expanding the population to include not only Islamic universities but also public universities in Indonesia.
REFERENCES