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All Journal Ta`Limuna : Jurnal Pendidikan Islam Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Ahmad Sayyidiman Hamidalloh
Universitas Islam Negeri Sunan Ampel Surabaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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CONFIRMATORY FACTOR ANALYSIS (CFA): ANALISIS INSTRUMEN LINGKUNGAN PENDIDIKAN ISLAM DAN EFIKASI DIRI MAHASISWA: Confirmatory Factor Analysis (CFA): Instrument Analysis Of Islamic Educational Environment and Student’s Self-Efficacy Ahmad Sayyidiman Hamidalloh; Ayu Utami
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/y3v9yq88

Abstract

This study aims to test the validity and reliability of the Islamic Education Environment and Student Self-Efficacy instruments using the Confirmatory Factor Analysis (CFA) approach. The study employed a quantitative survey method involving 192 STAI Ma’had Aly Al-Hikam Malang students selected purposively. CFA analysis showed that the Islamic Education Environment construct had a good model fit with a CFI value of 0.904, RMSEA 0.088, and SRMR 0.066, and all indicators were significant with factor loadings ranging from 0.538 to 0.806. In contrast, the Self-Efficacy construct showed a less than ideal model fit (CFI = 0.814; RMSEA = 0.118), with two indicators not significant, suggesting they should be eliminated in the next model. This results affirm that a conducive Islamic educational environment is an important external factor in shaping students' self-confidence, while self-efficacy as an internal factor is more complex and requires refinement of its measurement structure. This study recommends strengthening self-efficacy through simultaneous interventions in the family environment, campus institutions, and the community. Penelitian ini bertujuan untuk menguji validitas dan reliabilitas instrumen Lingkungan Pendidikan Islam dan Efikasi Diri Siswa menggunakan pendekatan Analisis Faktor Konfirmatori (CFA). Penelitian ini menggunakan metode survei kuantitatif yang melibatkan 192 mahasiswa STAI Ma’had Aly Al-Hikam Malang yang dipilih secara purposif. Analisis CFA menunjukkan bahwa konstruk Lingkungan Pendidikan Islam memiliki model fit yang baik dengan nilai CFI 0,904, RMSEA 0,088, dan SRMR 0,066, dan semua indikator signifikan dengan muatan faktor berkisar antara 0,538 hingga 0,806. Sebaliknya, konstruk Efikasi Diri menunjukkan model fit yang kurang ideal (CFI = 0,814; RMSEA = 0,118), dengan dua indikator tidak signifikan, menunjukkan bahwa indikator tersebut harus dieliminasi pada model selanjutnya. Hasil ini menegaskan bahwa lingkungan pendidikan Islam yang kondusif merupakan faktor eksternal penting dalam membentuk kepercayaan diri siswa, sedangkan efikasi diri sebagai faktor internal lebih kompleks dan memerlukan penyempurnaan struktur pengukurannya. Studi ini merekomendasikan penguatan efikasi diri melalui intervensi simultan di lingkungan keluarga, lembaga kampus, dan masyarakat. Kata Kunci : Confirmatory Factor Analysis (CFA); Efikasi Diri; Lingkungan Pendidikan Islam.
From the Cognitive Stage to the Zone of Proximal Development: A Theoretical Synthesis of Piaget and Vygotsky in the Perspective of Educational Psychology Ahmad Sayyidiman Hamidalloh; Abdul Muhid; Arif Ainur Rofiq; Muhammad Syafrani Surya Permadi; Dimas Ahmad Saifullah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.339

Abstract

The development of 21st-century education demands learning that is not solely oriented toward the transmission of knowledge, but also toward the development of higher-order thinking skills integrated with the social dynamics of students. In educational psychology, cognitive development theory and sociocultural theory are often positioned dichotomously: internal structure versus social mediation. This article aims to formulate a theoretical synthesis that integrates these two perspectives into a complementary and operational developmental model. The research employed a qualitative approach with library research. Data were obtained from primary works and relevant, reputable scientific literature, then analyzed using content analysis and comparative-critical analysis techniques to identify epistemological assumptions, common ground, and limitations of each theory. The results indicate that the structure of cognitive development serves as an indicator of epistemic readiness to learn, while the Zone of Proximal Development acts as an acceleration mechanism through social mediation and adaptive scaffolding. This synthesis yields a dynamic and cyclical Integrative Model of Cognitive-Social Development, in which social interactions encourage cognitive restructuring and shape new readiness at a higher level.
Co-Authors Abdul Muhid Arif Ainur Rofiq, Arif Ainur Ayu Utami Dimas Ahmad Saifullah Muhammad Syafrani Surya Permadi