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Mastery Goal Orientation, Social Learning, and Qur'an-Hadith Learning Performance among Madrasah Aliyah Students in Indonesia: A PLS-SEM Mediation Analysis Oktavia Marlini; Ahmad Rivauzi; Wirdati Wirdati; Yulhendri Yulhendri
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 03 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i03.2303

Abstract

Value-laden religious subjects such as Qur'an–Hadith combine cognitive mastery, recitation skill, textual interpretation, and the behavioral internalization of values, a multidimensional target that conventional, cognition-focused achievement measures capture only partially, and whose underlying motivational and social mechanisms remain empirically underexamined. Drawing on achievement-goal theory and Bandura's social cognitive theory, this study tests whether social learning mediates the effect of students' mastery goal orientation on Qur'an–Hadith learning performance, with performance operationalized as a five-dimensional construct rather than as cognitive test scores alone. Using an explanatory cross-sectional survey, 280 of 935 grade-XI students across three Madrasah Aliyah in Padang City, Indonesia, were selected by proportional random sampling and completed a Likert-scale questionnaire, which was analyzed with partial least squares structural equation modeling (PLS-SEM). Mastery goal orientation significantly predicted learning performance (β = 0.416) and social learning (β = 0.728); social learning significantly predicted learning performance (β = 0.473) and complementarily mediated the orientation–performance relationship (indirect β = 0.345), with the model explaining 68.3% of the variance in performance and 53.1% in social learning (all p < 0.05). These estimates carry one caveat: discriminant validity is supported only marginally (maximum HTMT = 0.892 against the 0.90 benchmark; the Fornell–Larcker criterion is not met), so the social-learning/performance boundary is empirically thin, and single-source self-report data raise common-method-bias concerns. The findings tentatively support pairing individual mastery-oriented strategies with structured peer- and teacher-modeling in Islamic secondary education, and point to multi-source or longitudinal designs to confirm the construct boundary
Co-Authors Ade Amarta Yolanda Afriandi, Juanda Fhajar Agustin, Julpia Ahmad Nurfadel Ahmad Rivauzi Ahmad Rivauzi Al Ikhlas, Al Ikhlas Alfurqan, Alfurqan Alfurqan, Muhammad Hadli Alias, Muhamad Firdaus Bin Anggi Afrina Rambe Anisa Maulidani Ardi Satrial Arif Syahputra Sinaga Arna Waliah Marunduri Azri By Lahadi Dinda Septiarini Edi Saputra Eka Satriani Endang Amalia Engkizar, Engkizar Erika Marianti Faril Wahidi Fidia Rahmawati Fuady Anwar Fuady Anwar Halomoan Hidayat, Rahma Gusti Hiyal Hamdi Indrawadi, Junaidi Isma Darma Yanti Juanda Fhajar Afriandi Karlina, Riski Kosasih, Ahmad Mahaiyadin, Mohd Hapiz Bin Meli Sopiani Melvi Melvi Merheliza Syirly Mhd Zen Muhamad Ikhsan Muhamad Yusuf Muhammad Fadhli Herman Muhammad Fikri Fathulloh Muhammad Ikhsan Muhammad Kosim Murniyeeti, Murniyetti Naila Karima Nofrianti, Lili Nurjanah Nurjanah Oktari Kanus Oktavia Marlini Pernandes, Rapi Pernando, Diko Petir Jihad Gelegar Halibrata Pratama, M. Zaky Pratiwi, Astri Ayu Sintya Quratul Aulia Rahmi Rahmi Ramadani, Putri Rengga Satria Rido Putra Rini Rahman Riski Karlina Riza Wardefi Roza Susanti Sherliya Benita Sherly Tria Amanda Sholehatin Sholehatin Silvi Gusdianto Siti Fatimah Sitorus, Yalizar Rahayu Subri, Irwan Bin Mohd Sulaiman Sulaiman Sulaiman Sulaiman Thomas Agusta Tirrhadiyah, Ida Tri Sumarsih Tri Yoga Rahayu Ummah, Aliffa Tul Viola Amnda Vitrah Rahmadani Widya Yolanda Wiza, Rahmi Wulan Sari, Wulan Wulandari, Viona Dwi Yahya, Zaini Aulia Yulhendri Yulhendri Yunie Nanditha Zilham Usral