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Analysis of factors in integrated internship models for preservice Islamic education teachers using exploratory factor analysis

International Journal of Evaluation and Research in Education (IJERE) · Vol. 15 No. 1 (2026) · hlm. 342–359

DOI
10.11591/ijere.v15i1.35767
ISSN
2620-5440, 2252-8822
Terbit
2026-02-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This research identifies key success factors of integrated internship models for prospective Islamic Religious Education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application.

Kata kunci

Jaringan kolaborasi para penulis

12 penulis · 21 tautan kepenulisan bersama · 14 lintas organisasi

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  • University of Malaya
  • Sunan Kalijaga State Islamic University Yogyakarta
  • Universitas Pendidikan Ganesha
  • Universitas Al-Falah As-Sunniyah
  • Universitas Islam Internasional Indonesia
  • Sunan Gunung Djati State Islamic University Bandung
  • Udayana University
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  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Dwi RatnasariSunan Kalijaga State Islamic University Yogyakarta1
Luqyana Azmiya PutriUniversitas Islam Internasional Indonesia1
Nurul AlaminSunan Gunung Djati State Islamic University Bandung1
Diana TrisnawatiUniversity of Malaya1
Azni Yati KamaruddinUniversity of Malaya1
I Putu Ananda CitraUdayana University1
Made DwipayanaUniversitas Pendidikan Ganesha1
I Gede Putu Eka SuryanaUniversitas Pendidikan Ganesha1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Analysis of factors in integrated internship models for preservice Islamic education teachers using exploratory factor analysis</dc:title>
	<dc:creator>Karwadi, Karwadi</dc:creator>
	<dc:creator>Razak Zakaria, Abd</dc:creator>
	<dc:creator>Setiawan, Adhi</dc:creator>
	<dc:creator>Ferdi Hasan, Moh.</dc:creator>
	<dc:subject xml:lang="en-US">Exploratory factor analysis; Integrated internship model; Islamic education; Preservice teachers; Spiral model; Spiritual competence; Teaching competencies</dc:subject>
	<dc:description xml:lang="en-US">This research identifies key success factors of integrated internship models for prospective Islamic Religious Education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2026-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/35767</dc:identifier>
	<dc:identifier>10.11591/ijere.v15i1.35767</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 15, No 1: February 2026; 342-359</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/35767/14878</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Karwadi, Abd Razak Zakaria, Adhi Setiawan, Moh. Ferdi Hasan</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>