PENGEMBANGAN INSTRUMEN LINGKUNGAN PEMBELAJARAN SEKOLAH UMUM KEKHASAN ISLAM PADA JENJANG PENDIDIKAN MENENGAH DI INDONESIA

MUJIANSYAH, . (2025) PENGEMBANGAN INSTRUMEN LINGKUNGAN PEMBELAJARAN SEKOLAH UMUM KEKHASAN ISLAM PADA JENJANG PENDIDIKAN MENENGAH DI INDONESIA. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen pengukuran lingkungan pembelajaran pada sekolah umum kekhasan Islam di jenjang pendidikan menengah di Indonesia. Instrumen ini dirancang untuk mengukur persepsi siswa terhadap suasana belajar yang mendukung integrasi nilai-nilai Islam dalam dimensi fisik, nilai keislaman, hubungan guru-murid, dan aktivitas pembelajaran. Belum tersedianya alat ukur yang valid, reliabel, dan kontekstual mendorong perlunya pengembangan berbasis teori lingkungan belajar Islam dan pendekatan psikometrik multidimensional. Sebanyak 70 butir item disusun berdasarkan kajian literatur kemudian dikurangi menjadi 67 item setelah melalui uji validitas isi oleh ahli menggunakan metode Content Validity Ratio (CVR) dan Content Validity Index (CVI). Data empirik SMA IT Ukhuwah Banjarmasin (n = 210) dan dilakukan analisis awal dengan menggunakan statistik Infit dan Outfit Mean Square (MNSQ), item yang direduksi sebanyak 7 item. MAN Insan Cendekia Serpong (n = 400), dilakukan pengujian sebanyak 60 item. Hasil Exploratory Factor Analysis (EFA) mengidentifikasi empat dimensi utama dengan total varians terserap sebesar 61,5% dan loading item ≥ 0,40. Model ini kemudian dikonfirmasi melalui Confirmatory Factor Analysis (CFA) dengan hasil kecocokan model yang sangat baik (RMSEA = 0,045; CFI = 0,962; TLI = 0,955; SRMR = 0,043). Analisis Multidimensional Item Response Theory (MIRT) dilakukan untuk memilih model terbaik. Berdasarkan nilai AIC, BIC, dan log-likelihood, model kompensatori menunjukkan hasil paling optimal (AIC = 18500; BIC = 18830; LL = −9110) dibandingkan model bifactor dan non-kompensatori. Model ini cocok digunakan dalam konteks pendidikan Islam karena mengakomodasi kontribusi masing-masing dimensi yang saling melengkapi. Analisis Differential Item Functioning (DIF) menunjukkan bahwa 93% item tidak menunjukkan bias antar sekolah.Hasil penelitian ini menunjukkan bahwa instrumen yang dikembangkan valid dan reliabel dalam mengukur lingkungan pembelajaran Islam secara multidimensional dan adil. Instrumen ini dapat digunakan untuk diagnosis pembelajaran, evaluasi mutu, dan perumusan kebijakan di sekolah Islam menengah. Kata Kunci: lingkungan pembelajaran, pendidikan Islam, validitas konstruk, CFA, MIRT kompensatori, multidimensi. ******This study aims to develop a measurement instrument for the learning environment in Islamic-oriented public secondary schools in Indonesia. The instrument is designed to assess students’ perceptions of the learning atmosphere that supports the integration of Islamic values across four dimensions: physical environment, Islamic values, teacher-student relationships, and learning activities. The absence of a valid, reliable, and contextually appropriate measurement tool necessitates the development of an instrument grounded in Islamic learning environment theory and multidimensional psychometric approaches. Initially, 70 items were constructed based on a literature review and were reduced to 67 items after expert evaluation using the Content Validity Ratio (CVR) and Content Validity Index (CVI). Empirical data were collected from SMA IT Ukhuwah Banjarmasin (n = 210), followed by a preliminary analysis using Infit and Outfit Mean Square (MNSQ) statistics, resulting in the removal of 7 items. The refined 60-item instrument was then tested on a larger sample from MAN Insan Cendekia Serpong (n = 400). Exploratory Factor Analysis (EFA) identified four major dimensions, with a total variance explained of 61.5% and item loadings ≥ 0.40. This structure was confirmed through Confirmatory Factor Analysis (CFA), showing excellent model fit (RMSEA = 0.045; CFI = 0.962; TLI = 0.955; SRMR = 0.043). A Multidimensional Item Response Theory (MIRT) analysis was conducted to determine the best-fitting model. Based on AIC, BIC, and log-likelihood values, the compensatory model demonstrated the most optimal fit (AIC = 18500; BIC = 18830; LL = −9110), outperforming both bifactor and non-compensatory models. This model is well-suited to the Islamic education context, as it accommodates complementary contributions across dimensions. Differential Item Functioning (DIF) analysis showed that 93% of items were invariant across schools, indicating fairness of the instrument. These findings demonstrate that the developed instrument is valid, reliable, and fair for measuring Islamic learning environments in a multidimensional context. It can be used for instructional diagnosis, quality evaluation, and policy formulation in Islamic secondary schools. Keywords: learning environment, Islamic education, construct validity, CFA, compensatory MIRT, multidimensional.

Item Type:	Thesis (Doktor)
Additional Information:	1. Dr. Achmad Ridwan, M.Si 2. Prof. Yuli Rachmawati, M.Sc., Ph.D
Subjects:	Pendidikan > Evaluasi Pendidikan Pendidikan > Teori, Penelitian Pendidikan
Divisions:	PASCASARJANA > S3 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Users 28108 not found.
Date Deposited:	28 Jul 2025 03:06
Last Modified:	28 Jul 2025 03:06
URI:	http://repository.unj.ac.id/id/eprint/56814

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