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MEASURING PEDAGOGICAL RELIGIOUS DISSONANCE: DEVELOPMENT AND PSYCHOMETRIC VALIDATION OF A SCALE AMONG INDONESIAN MUSLIM STUDENTS
Abstract
Purpose – This study aimed to conceptualize pedagogical religious dissonance within Islamic Religious Education (IRE), identify its latent dimensions, and develop a valid and reliable instrument for measuring the construct among Muslim university students.
Methodology – An instrument development design was employed. Initial items were generated from relevant theoretical frameworks and evaluated using Aiken’s V by five multidisciplinary experts. Subsequently, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), reliability testing, and construct validity assessments were conducted using data collected from Muslim students in higher education institutions.
Findings – The validation process retained 29 items organized into four dimensions: Religious Cognitive Dissonance, Perceived Religious Hypocrisy, Hidden Curriculum, and Affective–Moral Impact. EFA supported the multidimensional structure, while CFA confirmed satisfactory model fit (CFI = 0.942, TLI = 0.938, RMSEA = 0.055, SRMR = 0.075). Reliability coefficients ranged from 0.863 to 0.955, AVE values exceeded 0.50, and HTMT values supported discriminant validity, indicating adequate psychometric properties.
Contribution – This study introduces pedagogical religious dissonance as a multidimensional construct and provides the Student Religious Dissonance toward Pedagogical Morality (SDRPM) Scale as a psychometrically sound instrument. The findings advance IRE evaluation by emphasizing pedagogical integrity and students’ religious experiences alongside conventional learning outcomesKeywords
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DOI: https://doi.org/10.36987/jes.v13i5.9397
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