<![CDATA[Purpose – This study aimed to conceptualize pedagogical religious dissonance within Islamic Religious Education (IRE), identify its latent dimensions, and develop a valid and reliable instrument for measuring the construct among Muslim university students.Methodology – An instrument development design was employed. Initial items were generated from relevant theoretical frameworks and evaluated using Aiken’s V by five multidisciplinary experts. Subsequently, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), reliability testing, and construct validity assessments were conducted using data collected from Muslim students in higher education institutions.Findings – The validation process retained 29 items organized into four dimensions: Religious Cognitive Dissonance, Perceived Religious Hypocrisy, Hidden Curriculum, and Affective–Moral Impact. EFA supported the multidimensional structure, while CFA confirmed satisfactory model fit (CFI = 0.942, TLI = 0.938, RMSEA = 0.055, SRMR = 0.075). Reliability coefficients ranged from 0.863 to 0.955, AVE values exceeded 0.50, and HTMT values supported discriminant validity, indicating adequate psychometric properties.Contribution – This study introduces pedagogical religious dissonance as a multidimensional construct and provides the Student Religious Dissonance toward Pedagogical Morality (SDRPM) Scale as a psychometrically sound instrument. The findings advance IRE evaluation by emphasizing pedagogical integrity and students’ religious experiences alongside conventional learning outcomes]]>
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