Mindfulness, Critical Thinking, and Student’s Religiosity in Islamic Religious Education Learning

Amiliya Nur  Rosyidah; Rahmat Azis; Esa Nur  Wahyuni; Fatimah  Azzahra

doi:10.71039/istifham.v4i2.172

Authors

Amiliya Nur Rosyidah Univeritas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Rahmat Azis Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Esa Nur Wahyuni Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Fatimah Azzahra Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

DOI:

https://doi.org/10.71039/istifham.v4i2.172

Keywords:

mindfulness, Critical Thinking, students’ religiosity, Islamic Religious Education, reflective religiosity

Abstract

The development of students’ religiosity has become an important concern in Islamic Religious Education, particularly amid the challenges posed by the digital era, which exposes adolescents to diverse sources of religious information. While previous studies have primarily examined mindfulness and critical thinking separately, limited research has explored their combined contribution to students’ religiosity. This study aimed to investigate the influence of mindfulness and critical thinking on students’ religiosity in Islamic Religious Education learning. A quantitative explanatory design was employed involving 185 Grade XI Muslim students at SMAN 9 Malang, Indonesia, selected through cluster random sampling. Data were collected using validated questionnaires measuring mindfulness, critical thinking, and religiosity, and analyzed through multiple linear regression. The findings revealed that mindfulness had a positive and significant effect on students’ religiosity (β = 0.311; p < 0.001), while critical thinking also exerted a positive and significant influence, emerging as the stronger predictor (β = 0.469; p < 0.001). Simultaneously, both variables significantly predicted students’ religiosity (F = 78.369; p < 0.001), explaining 46.3% of the variance in religiosity (R² = 0.463). These results suggest that religiosity is strengthened through the interaction between self-awareness and reflective reasoning. Mindfulness facilitates the internalization of religious values through conscious awareness, whereas critical thinking enables students to evaluate and contextualize religious teachings in everyday life. The study highlights the importance of integrating mindfulness-oriented and critical-thinking-based learning strategies within Islamic Religious Education to foster more reflective, meaningful, and sustainable religiosity among students.

References

Arroisi, J., & Dzunnurrain, M. (2023). Problem Mindfullness Perspektif Worldview Islam: The Problem of Mindfullness on Islamic Worldview Prespective. NUKHBATUL ’ULUM: Jurnal Bidang Kajian Islam, 9(2), 118–137. https://doi.org/10.36701/NUKHBAH.V9I2.1075

Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504

Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822

Budiman, H. (2015). Kesadaran Beragama pada Remaja Islam. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 6(1), 16–26. https://doi.org/10.24042/ATJPI.V6I1.1474

Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). SAGE.

Ennis, R. (2011). Critical Thinking: Reflection and Perspective Part I. Inquiry: Critical Thinking Across the Disciplines, 26(1), 4–18. https://doi.org/10.5840/INQUIRYCTNEWS20112613

Facione, P. A. (2013). Critical Thinking: What It Is and Why It Counts.

Glock, C. Y., & Stark, R. (1965). Religion and Society in Tension. Rand McNally.

Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing Mindfulness in Children and Adolescents: Development and Validation of the Child and Adolescent Mindfulness Measure (CAMM). Psychological Assessment, 23(3), 606–614. https://doi.org/10.1037/A0022819

Jamaludin, N., Choirin, M., Aini, Z. Bin, & Anam, M. K. (2024). Exploring the Influence of Internet Usage on Religious Moderation: A Phenomenological Study Among Gen Z. FITRAH: Jurnal Kajian Ilmu-Ilmu Keislaman, 10(2), 337–354. https://doi.org/10.24952/FITRAH.V10I2.12381

Jamilah, Pramitha, D., Ubaidillah, A., & Sayeed, M. M. Bin. (2024). Gen Z’s Religiosity Level: A Comparative Study between Indonesia and the United Kingdom. Jurnal Pendidikan Agama Islam, 21(2), 307–318. https://doi.org/10.14421/JPAI.V21I2.8400

Kabat-Zinn, Jon. (2023). Wherever you go, there you are: mindfulness meditation in everyday life. Hachette Go.

Mastiyah, I. (2018). RELIGIUSITAS SISWA MADRASAH ALIYAH DAN SEKOLAH MENENGAH ATAS. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 16(3). https://doi.org/10.32729/EDUKASI.V16I3.484

Mudarris, M., Anshari, A., & Basirung, M. R. (2025). Digital Distraction Analysis Using Machine Learning Models to Understand the Impact of Social Media and Risky Use on College Students as Gen Z. Journal of Embedded Systems, Security and Intelligent Systems, 6(3), 558–568. https://doi.org/10.59562/JESSI.V6I4.9830

Murjani, M. (2022). Pergeseran nilai-nilai religius dan sosial di kalangan remaja para era digitalisasi. EDUCATIONAL JOURNAL: General and Specific Research, 2(1), 1–18.

Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-Based School Interventions: a Systematic Review of Outcome Evidence Quality by Study Design. Mindfulness, 13(7), 1591–1613. https://doi.org/10.1007/S12671-022-01885-9/FIGURES/2

Putri, P., & Nurlaila, N. (2023). PROBLEMATIKA KESADARAN BERAGAM PADA REMAJA DI DESA MBUJU KECAMATAN KILO KABUPATEN DOMPU. JEMARI : Jurnal Edukasi Mahasiswa Sunan Giri, 1(1), 12–19. https://doi.org/10.47625/JEMARI.V1I1.472

Qosthalani, I., Irfan, M., Aiska, S., Putri, S. K., & Fadhil, A. (2025). Strategi Pembelajaran Mendalam PAI Dalam Mengembangkan Kemampuan Berpikir Kritis Siswa SMA Terhadap Informasi Keagaamaan. Advances In Education Journal, 2(3), 1609–1620. https://journal.al-afif.org/index.php/aej/article/view/557

Radinata, R., Hernisawati, H., & Wijaya, A. (2025). The Strategy Inquiry Based Learning in Growing Students’ Religious Awareness. International Journal on Advanced Science, Education, and Religion, 8(2), 69–84. https://doi.org/10.33648/IJOASER.V8I2.874

Rahmania Azis, A., Salik, M., Fahmi, M., Nata, B. R., & Zamhariroh, N. M. (2024). Competency-Based Education Development: Al-Farabi’s Perspective and Its Relevance to the Development of Islamic Religious Education in the Era of Society 5.0. Intiqad: Jurnal Agama Dan Pendidikan Islam, 16(2), 402–424. https://doi.org/10.30596/21684

Rokhmah, S. A., Rizal, A. S., Azis, A. A., Agama, I., Khozinatul, I., & Blora, U. (2025). PENERAPAN METODE MINDFULNESS ISLAMI DALAM PEMBELAJARAN PAI UNTUK MENGATASI KRISIS MORAL REMAJA. STRATEGY : Jurnal Inovasi Strategi Dan Model Pembelajaran, 5(4), 449–458. https://doi.org/10.51878/STRATEGI.V5I4.7195

Ruslan, M., Lyesmaya, D., Barkah, & Thakur, I. (2025). Reading in the Scroll Era: Generation Z’s Digital Literacy in a Culture of Quick Forgetfulness. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 10(2), 637–648. https://doi.org/10.24042/TADRIS.V10I1.28690

Sulaeman, M., Muttaqien, A., & Ali, J. (2024). HYPERSPIRITUALITY OF MUSLIM TEENS LEARNING RELIGION ON THE INTERNET ERA. Al-A’raf : Jurnal Pemikiran Islam Dan Filsafat, 21(1), 1–29. https://doi.org/10.22515/AJPIF.V21I1.8558

Tohari, A. (2024). The Impact of Digital Information Flow on Generation Z’s Religious Awareness. Jurnal Penelitian Agama, 25(2), 191–208. https://doi.org/10.24090/JPA.V25I2.2024.PP191-208