Introduction: The new daily activities undertaken by students at the Islamic boarding school are a time of change, in terms of individual religiosity and social interaction. This is because not all new students have the experience of living in boarding schools. The purpose of this study was to analyze the relationship between religiosity and social support with student adaptation in Islamic boarding schools.
Method: The design of this study was cross-sectional. The sample was 102 new students who were living in a boarding school for less than a year which were taken by simple random sampling. The independent variables were religiosity and social support, the dependent variable was student adaptation. The research instrument used a questionnaire. Data were analyzed using the Chi-Square test and Binary Logistic Regression test
Results: The results of the Chi-Square test analysis showed that p-value = 0.042 and p-value = 0.021, which means that there is a significant relationship between the two variables. Meanwhile, the results of the binary logistic regression analysis showed that p-value = 0.220, which means that 22% of the student adaptation variable can be explained by the variable of religiosity and social support.
Conclusions: The higher the level of religiosity and social support, the higher and easier the students will adapt. It is hoped that the Islamic boarding school caretakers will be able to carry out mentoring activities for new students so that it can make it easier for students to adapt.