UDTR Global Rights of Nature Radar

Analysis of factors in integrated internship models for preservice Islamic education teachers using exploratory factor analysis

Identification

Public canonical key

radar:r-d3305e230ca33cf0ed7dc2e4fd657626

Authors

Karwadi Karwadi · Abd Razak Zakaria · Adhi Setiyawan · Moh. Ferdi Hasan

Reported year

2026

Reported language

en

Source type

article

First detected

2026-11-14T09:38:35.995720+00:00

Last metadata observation

2026-11-14T09:38:35.995720+00:00

Last HTTP verification

Not checked

Institutions reported by the source

Sunan Kalijaga State Islamic University Yogyakarta · University of Malaya · Universitas Al-Falah As-Sunniyah

Reported affiliation countries

ID · MY

Documentary abstract — original language

This research identifies key success factors of integrated internship models for prospective Islamic Religious Education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application.

Identifiers

OPENALEX

https://openalex.org/W7127337173

DOI

10.11591/ijere.v15i1.35767

Documentary context

Documentary family

article

Source-reported types

article

Publishers

Institute of Advanced Engineering and Science (IAES)

Entity mentions are not evidence of legal recognition. Jurisdiction studied is separate from author affiliation country.

Sources

OpenAlex · Record 1

• Document · https://doi.org/10.11591/ijere.v15i1.35767

Documentary status

Relevance pending

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