Revealing Gender Dynamics: Comparative Analysis of Religiosity, Emotional Intelligence, and Academic Resilience in Junior High School Students

Diki Herdiansyah; Mufied Fauziah; Norimune Kawai; Agus Ria Kumara; Prima Suci Rohmadheny; Siti Muyana

doi:10.21580/sa.v19i2.22653

Authors

Diki Herdiansyah Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Yogyakarta , Indonesia https://orcid.org/0009-0008-7565-4638
Mufied Fauziah Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Norimune Kawai The Institute for Diversity & Inclusion, Hiroshima University, Hiroshima, Japan https://orcid.org/0000-0003-4444-3025
Agus Ria Kumara Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia https://orcid.org/0000-0001-7701-5401
Prima Suci Rohmadheny Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand https://orcid.org/0000-0002-7749-1173
Siti Muyana Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia https://orcid.org/0000-0003-2961-0497

DOI:

https://doi.org/10.21580/sa.v19i2.22653

Keywords:

academic resilience, emotional intelligence, gender, religiosity

Abstract

In ever-developing social dynamics, understanding gender roles is becoming increasingly important. Previous research suggests that gender can influence how individuals respond to academic and emotional challenges, with factors such as religiosity and emotional intelligence playing an important role in this process. This study investigated gender differences in religiosity, emotional intelligence, and academic resilience among students aged 12–16 years. The method used is comparative quantitative. A total of 626 students (286 males and 340 females) were selected through simple random sampling. The data collection instruments used are the religiosity scale, emotional intelligence scale, and academic resilience scale, developed independently by the researcher and tested for validity and reliability. Data analysis uses the independent sample t-test. The results of data analysis on the religiosity variable show that there is a difference of 0.000 < 0.05 in the religiosity of male and female students. In contrast, the emotional intelligence and academic resilience variables show that there is a difference in emotional intelligence of 0.145 > 0.05 and academic resilience of 0.203 > 0.05 in boys and girls. Overall, the results of this analysis provide important insights into the influence of gender on several aspects of student psychology and behavior. These results can be used to design more inclusive and gender-sensitive educational policies and programs, as well as support the holistic personal development of all individuals, regardless of gender.

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