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

Identification

Clé publique

radar:r-d3305e230ca33cf0ed7dc2e4fd657626

Auteurs

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

Année déclarée

2026

Langue déclarée

en

Type source

article

Première détection

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

Dernière observation des métadonnées

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

Dernière vérification HTTP

Non effectuée

Institutions déclarées par la source

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

Pays d’affiliation déclarés

ID · MY

Résumé documentaire — langue originale

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.

Identifiants

OPENALEX

https://openalex.org/W7127337173

DOI

10.11591/ijere.v15i1.35767

Repères documentaires

Famille documentaire

article

Types déclarés par les sources

article

Éditeurs

Institute of Advanced Engineering and Science (IAES)

Les mentions d’entités ne constituent pas une preuve de reconnaissance juridique. La juridiction étudiée est distincte du pays d’affiliation des auteurs.

Sources

OpenAlex · Document 1

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

Statut documentaire

Pertinence à examiner

Bibliothèque

Cette identité n’est pas encore intégrée à la Bibliothèque juridique.