Dataset on Islamic-Based Moral Literacy among Junior High School Students: A Study in Muhammadiyah Islamic Schools, Medan-Indonesia

This dataset provides information on the moral literacy of junior high school students in Muhammadiyah Islamic Schools, Medan, with a focus on Islamic values. The population under study encompasses junior high school students, specifically from Muhammadiyah Islamic Schools. A proportional random sampling technique was employed, resulting in a sample size of 694 respondents representing various demographic characteristics, such as gender, ethnicity, and class/level. Data were collected using an adapted instrument from the moral literacy article by Tuana (2007). Beyond moral literacy, additional variables believed to influence moral literacy were examined, including religiosity, democratic parenting styles, peer support, and self-concept, with religiosity serving as a moderating variable. The survey was administered directly to students, and data collection occurred from November 29, 2023, to December 15, 2023. The dataset includes information of ratio, ordinal, and nominal nature. The analysis presented in this article utilized Structural Equation Model (SEM). The results indicate that democratic parenting styles, peer support, and self-concept positively influence religiosity. Similarly, democratic parenting styles, peer support, and self-concept positively impact moral literacy. Additionally, religiosity has a positive effect on moral literacy. These findings contribute to the understanding of factors influencing moral literacy among junior high school students in an Islamic educational context.

本数据集收录了棉兰穆罕默迪亚伊斯兰学校初中生的道德素养相关信息，研究聚焦伊斯兰价值观维度。本次研究的总体为该校初中生，采用比例随机抽样技术，最终获取694名受访者作为研究样本，样本覆盖性别、民族、年级等多个人口统计学特征。数据采集工具改编自Tuana（2007）关于道德素养的研究量表。除道德素养外，本研究还考察了若干被认为会对道德素养产生影响的额外变量，包括宗教虔诚度、民主型教养方式、同伴支持与自我概念，其中宗教虔诚度作为调节变量。本次调研直接面向学生开展，数据收集时段为2023年11月29日至2023年12月15日。本数据集包含定比、定序与定类三类测量数据。本研究采用结构方程模型（Structural Equation Model，SEM）开展分析，结果显示：民主型教养方式、同伴支持与自我概念对宗教虔诚度具有正向影响；上述三类因素同样对道德素养存在正向作用；此外，宗教虔诚度对道德素养亦存在正向影响。本研究结果可为理解伊斯兰教育场景下初中生道德素养的影响因素提供有益参考。