Development of Academic Self-Concept Instrument for Islamic Religious Education in Senior High Schools: : A Psychometric Study within Indonesia’s Independent Curriculum Context

Adam Alamsyah; Aceng Kosasih; Saepul Anwar; Rahimah Embong

doi:10.29240/belajea.v10i2.13423

Authors

Adam Alamsyah Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0009-0000-8881-9595
Aceng Kosasih Universitas Pendidikan Indonesia, Indonesia
Saepul Anwar Universitas Pendidikan Indonesia, Indonesia
Rahimah Embong Universiti Sultan Zainal Abidin, Malaysia https://orcid.org/0000-0003-0636-8044

DOI:

https://doi.org/10.29240/belajea.v10i2.13423

Keywords:

Academic self-concept, self-concept, Islamic religious education, instrument development, student perception

Abstract

This study aimed to develop a valid and reliable instrument to measure students’ academic self-concept (ASC) specifically in the context of Islamic Religious Education (PAI) at the senior high school level in Indonesia. Anchored in academic self-concept theory and aligned with the framework of Indonesia’s Independent Curriculum (Kurikulum Merdeka), this research adopted a modified Research and Development (R&D) approach that included expert validation and field testing with eleventh-grade students in West Java. The findings demonstrate that the ASC-PAI instrument possesses strong construct validity and high internal consistency, confirming its psychometric robustness. Theoretically, this study contributes to expanding ASC measurement into religious education, a field that remains underrepresented in educational psychology research. Practically, the instrument offers a culturally relevant and curriculum-sensitive assessment tool that enables educators to map students’ academic self-perception in PAI, which can inform character-based pedagogy and differentiated instruction in Indonesian senior high schools.

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