<![CDATA[Religious education in Indonesian Islamic secondary schools (Madrasah Tsanawiyah/MTs) has traditionally emphasized knowledge-based assessment, which may not fully capture students’ behavioral outcomes. This study aims to develop and validate a multidimensional model for measuring Religious Education Outcomes in Student Behavior (REOSB) among MTs students. A cross-sectional survey was conducted with 500 students in Polewali Mandar Regency, West Sulawesi, Indonesia, selected using stratified cluster random sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with a second-order reflective–formative hierarchical component model. The REOSB model comprises four dimensions: Religious Behavior, Discipline, Honesty, and Social Responsibility. The measurement model demonstrated satisfactory reliability and validity, and all four dimensions contributed significantly to the higher-order REOSB construct. The structural model yielded an R² of 74.3%, indicating that the predictors included in the model jointly explained 74.3% of the variance in REOSB. Importance–Performance Map Analysis (IPMA) identified Discipline and Social Responsibility as dimensions with relatively greater room for improvement based on their importance to REOSB and observed performance. These findings support a multidimensional approach to assessing behavioral outcomes of religious education beyond conventional cognitive assessment and provide an empirical basis for strengthening behavioral assessment and instructional practices in Indonesian Islamic education]]>
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