Psychosocial Predictors of Islamic Education Teachers’ Interest in Implementing Deep Learning: An Application of Social Cognitive Career Theory

Abdul Hakim; Amirudin; Abdul Kosim; Mohd. Sobri Bin Ellias

doi:10.21154/cendekia.v24i1.13008

Authors

Abdul Hakim Universitas Singaperbangsa Karawang, Indonesia
Amirudin Universitas Singaperbangsa Karawang, Indonesia
Abdul Kosim Universitas Singaperbangsa Karawang, Indonesia
Mohd. Sobri Bin Ellias Universitas Sains Islam Malaysia, Malaysia

DOI:

https://doi.org/10.21154/cendekia.v24i1.13008

Keywords:

Deep learning, Teacher interest, Islamic education, Social Cognitive Career Theory, Madrasah Aliyah

Abstract

Implementing deep learning in Islamic education requires teachers who are willing to adopt innovative pedagogical approaches. This study examines the relationships among self-efficacy, outcome expectations, environmental support, and Islamic Education teachers' interest in implementing deep learning, based on Social Cognitive Career Theory (SCCT). A quantitative cross-sectional study was conducted on 29 Islamic Religious Education (IRE) teachers from Madrasah Aliyah in Ponorogo, Indonesia, using purposive sampling. Data were collected through an online questionnaire and analyzed using descriptive statistics and univariable binary logistic regression. The results showed that self-efficacy (OR = 0.100; 95% CI: 0.018–0.556; p = 0.009), outcome expectancy (OR = 0.030; 95% CI: 0.003–0.308; p = 0.003), and environmental support (OR = 0.148; 95% CI: 0.029–0.759; p = 0.002) were significantly related to teachers' interest in implementing deep learning. Teachers with positive self-efficacy, positive outcome expectancy, and high environmental support were more likely to be interested in implementing deep learning. These findings highlight the importance of strengthening teachers' psychological and environmental resources to support educational innovation in Madrasah Aliyah.

Author Biography

Abdul Hakim, Universitas Singaperbangsa Karawang, Indonesia

Lecturer of Bachelor of Islamic Religious Education, Faculty of Islamic Religion, Universitas Singaperbangsa Karawang

References

Adebusuyi, Adeola Samuel, Olubusayo Foluso Adebusuyi, and Oluwaseun Kolade. “Development and Validation of Sources of Entrepreneurial Self-Efficacy and Outcome Expectations: A Social Cognitive Career Theory Perspective.” International Journal of Management Education 20, no. 2 (2022): 1–11. https://doi.org/10.1016/j.ijme.2021.100572.

Alshanbari, Huda M. “A Novel Robust Transformation Approach to Finite Population Median Estimation Using Monte Carlo Simulation and Empirical Data.” Axioms 14, no. 737 (2025): 1–19. https://doi.org/10.3390/axioms14100737.

Ashlan, Said, and Rahmat Fajri. “The Impact of Self-Efficacy and Teaching Innovation on Teacher Performance.” Journal of Pedagogy and Education Science (JPES) 4, no. 2 (2025): 274–87. https://doi.org/10.56741/IISTR.jpes.00954.

Bandura, Albert. Social Foundations of Thought and Action: A Social Cognitive Theory. Amerika: Prentice Hall, 1986.

Cai, Yonghong, and Runjia Tang. “School Support for Teacher Innovation: Mediating Effects of Teacher Self-Efficacy and Moderating Effects of Trust.” Thinking Skills and Creativity 41, no. 100854 (2021): 1–15. https://doi.org/10.1016/j.tsc.2021.100854.

———. “School Support for Teacher Innovation: The Role of Basic Psychological Need Satisfaction.” Thinking Skills and Creativity 45, no. 101096 (2022): 1–17. https://doi.org/10.1016/j.tsc.2022.101096.

Dogan, Selcuk, Nihan Agacli Dogan, and Ismail Celik. “Teachers’ Skills to Integrate Technology in Education: Two Path Models Explaining Instructional and Application Software Use.” Education and Information Technologies 26, no. 1 (2021): 1311–32. https://doi.org/10.1007/s10639-020-10310-4.

Fadholi, Amak, and Nur Wahidah. “Efektivitas Pendekatan Kontekstual Dalam Pembelajaran Pai: Analisis Literatur Terhadap Tantangan Era Digital.” An-Nadwah: Journal Research on Islamic Education 1, no. 01 (2025): 39–49. https://doi.org/10.62097/annadwah.v1i01.2130.

Fajjal, Abdullah bin Mahmoud. “The Quranic Terms Denoting Reflection: A Contextual Study.” Arts for Linguistic & Literary Studies 7, no. 4 (2025): 384–403. https://doi.org/10.53286/arts.v7i4.2884.

Fitrah, Muh, Anastasia Sofroniou, Novi Yarmanetti, Indriani H. Ismail, Hetty Anggraini, Ita Chairun Nissa, Bakti Widyaningrum, Irul Khotijah, Prabowo Dwi Kurniawan, and Dedi Setiawan. “Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform.” Education Sciences 15, no. 10 (2025): 1–19. https://doi.org/10.3390/educsci15101344.

Gabut, Desirre Mae P., Mary Erian M. Rojo, Wendy C. Casas, Reynaldo C. Jr. Tondo, Ryan M. Mahilum, and Romel C. Mutya. “Comparing Surface and Deep Learning Strategies and Their Relationship to High School Students’ Academic Performance in Science.” European Journal of Educational Research 15, no. 1 (2025): 7199–7210. https://doi.org/10.12973/eu-jer.15.1.199.

Hagger, Martin S., and Kyra Hamilton. “Longitudinal Tests of the Theory of Planned Behavior: A Meta-Analysis.” European Review of Social Psychology 35, no. 1 (2024): 198–254. https://doi.org/10.1080/10463283.2023.2225897.

Haq, Muh Dliyaul, and Nova Tri Prasetiyo. “Deep Learning Sebagai Pendekatan Transformasional Dalam Pendidikan : Sebuah Tinjauan Literatur.” Jurnal Studi Guru dan Pembelajaran 8, no. 3 (2025): 1826–42. https://doi.org/10.30605/jsgp.8.3.2025.7021.

Hazzan-Bishara, Areen, Ofrit Kol, and Shalom Levy. “The Factors Affecting Teachers’ Adoption of AI Technologies: A Unified Model of External and Internal Determinants.” Education and Information Technologies 30 (2025): 15043–69. https://doi.org/10.1007/s10639-025-13393-z.

Jannah, Faridatul, Umar Manshur, and Ach Rizquha. “Deconstructing Dogmatic Narratives : An Effort to Recontextualize Islamic Education Material for the Critical Generation.” Jurnal Islam Nusantara 09, no. 1 (2025): 43–56. https://doi.org/10.33852/jurnalnu.v9i1.601.

Jr, Joseph F. Hair, G. Tomas M. Hult, Christian M. Ringle, Marko Sarstedt, Nicholas P. Danks, and Soumya Ray. Partial Least Squares Structural Equation Modeling ( PLS-SEM ) Using R. Switzerland: Springer, 2021. https://doi.org/10.1007/978-3-030-80519-7.

Kehle, Laura, and Detlef Urhahne. “Interest and Effort in Learning and Performance.” British Journal of Educational Psychology, 2025, 1–19. https://doi.org/10.1111/bjep.70040.

Kemenag Kabupaten Ponorogo. “Workshop Pembelajaran Mendalam (Deep Learning) bagi Guru PAI SMA/SMK se-Kabupaten Ponorogo Berlangsung Inspiratif di SMAN 1 Ponorogo!” Kementerian Agama Kabupaten Ponorogo, 2025. https://kemenagponorogo.id/workshop-pembelajaran-mendalam-deep-learning-bagi-guru-pai-sma-smk-se-kabupaten-ponorogo-berlangsung-inspiratif-di-sman-1-ponorogo/.

Kottmann, Andrea, Kim Schildkamp, and Barend van der Meulen. “Determinants of the Innovation Behavior of Teachers in Higher Education.” Innovative Higher Education 49, no. 2 (2024): 397–418. https://doi.org/10.1007/s10755-023-09689-y.

Kuhn, Clara, Gerda Hagenauer, and Alexander Gröschner. “‘Because You Always Learn Something New Yourself!’ An Expectancy-Value-Theory Perspective on Mentor Teachers’ Initial Motivations.” Teaching and Teacher Education 113, no. 103659 (2022): 1–12. https://doi.org/10.1016/j.tate.2022.103659.

Kurniawan, Fedi, and Erni Harlina Isdiati. “Model Hubungan Self-Esteem Dan Outcome Expectation Dalam Memprediksi Minat Mengajar: Pendekatan Social Cognitive Career Theory.” Nusantara: Jurnal Pendidikan Indonesia 5, no. 4 (2025): 1091–1106. https://doi.org/10.62491/njpi.2025.v5i4-19.

Lent, Robert W., Steven D. Brown, and Gail Hackett. “Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance.” Journal of Vocational Behavior 45, no. 1 (1994): 79–122. https://doi.org/10.1006/jvbe.1994.1027.

Lewis, Jenny, and Eviana Hikamudin. “Deep Learning as a New Paradigm in Islamic Religious Education in Madrasahs : A Literature Review.” IQRO: Journal of Islamic Education 9, no. 1 (2026): 244–59. https://doi.org/10.24256/iqro.v9i1.10012.

Li, Xinyan, Xiaoge Pei, and Jing Zhao. “Intrinsic Motivation and Self-Efficacy as Pathways to Innovative Teaching: A Mixed-Methods Study of Faculty in Chinese Higher Education.” BMC Psychology 13, no. 859 (2025): 1–21. https://doi.org/10.1186/s40359-025-03177-y.

Li, Yanli, Yonghong Cai, and Runjia Tang. “Linking Instructional Leadership and School Support to Teacher Expertise: The Mediating Effect of Teachers’ Professional Development Agency.” Sustainability (Switzerland) 15, no. 4 (2023): 1–17. https://doi.org/10.3390/su15043440.

Lu, Chao, Zeqing Xu, and Qinrui Tian. “Teachers’ Well-Being and Innovative Work Behavior: A Moderated Mediation Model of Perceived Insider Status and Principal Authentic Leadership.” Behavioral Sciences 15, no. 10 (2025): 1–18. https://doi.org/10.3390/bs15101419.

Meccawy, Maram. “Teachers’ Prospective Attitudes towards the Adoption of Extended Reality Technologies in the Classroom: Interests and Concerns.” Smart Learning Environments 10, no. 36 (2023): 1–20. https://doi.org/10.1186/s40561-023-00256-8.

Mo’tasim, Mo’tasim, Sahidi Mustafa, Maksum Maksum, Amar Ma’ruf, and Ellya Verawati. “Integrating Islamic Epistemology, Cultural Context, and Deep Learning for Multicultural Islamic Education: A Thematic Literature Review.” FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam 14, no. 2 (2025): 316–35. https://doi.org/10.32806/jf.v14i2.1232.

Mystakidis, Stylianos. “Deep Meaningful Learning.” Encyclopedia 1, no. 3 (2021): 988–97. https://doi.org/10.3390/encyclopedia1030075.

Paetsch, Jennifer, Sebastian Franz, and Ilka Wolter. “Changes in Early Career Teachers’ Technology Use for Teaching: The Roles of Teacher Self-Efficacy, ICT Literacy, and Experience during COVID-19 School Closure.” Teaching and Teacher Education 135, no. 104318 (2023): 1–11. https://doi.org/10.1016/j.tate.2023.104318.

Santoso, Hidayat Edi. “Integrasi Teknologi Deep Learning Dalam Pembelajaran Pendidikan Agama Islam (PAI) Di Era Digital.” Jurnal Manajemen Pendidikan dan Ilmu Sosial 6, no. 2 (2025): 1476–83. https://doi.org/10.38035/jmpis.v6i2.4041.

Sapkota, Tara, Siv Gamlem, and Kim Daniel Vattøy. “Lower-Secondary School Teachers’ Perceptions of Professional Development in University-School Collaboration.” Teaching and Teacher Education 135, no. 104312 (2023): 1–12. https://doi.org/10.1016/j.tate.2023.104312.

Scherer, Ronny, Fazilat Siddiq, and Jo Tondeur. “The Technology Acceptance Model (TAM): A Meta-Analytic Structural Equation Modeling Approach to Explaining Teachers’ Adoption of Digital Technology in Education.” Computers and Education 128 (2019): 13–35. https://doi.org/10.1016/j.compedu.2018.09.009.

Sofwan, Muhammad, Akhmad Habibi, Razaz Waheeb Attar, Turki Mesfer Alqahtani, Sarah A. Alahmari, and Amal Hassan Alhazmi. “Factors Affecting Teachers’ Behavior of Innovative Teaching with Technology: Structural Equation Modeling.” Sustainability (Switzerland) 16, no. 19 (2024): 1–12. https://doi.org/10.3390/su16198496.

Sulong, Nursyawalina, and Mastura Mahfar. “The Influence of Career Outcome Expectations and Career Interests on Career Readiness among Secondary School Students in Johor, Malaysia.” International Journal of Research and Innovation in Applied Science (IJRIAS) 10, no. 10 (2025): 1587–99. https://doi.org/10.51584/IJRIAS.

Tajik, Omid, Jawad Golzar, and Shagofah Noor. “Purposive Sampling.” International Journal of Education & Language Studies 2, no. 2 (2024): 1–9. https://doi.org/10.4135/9781412963909.n349.

Talaei Khoei, Tala, Hadjar Ould Slimane, and Naima Kaabouch. “Deep Learning: Systematic Review, Models, Challenges, and Research Directions.” Neural Computing and Applications 35, no. 31 (2023): 23103–24. https://doi.org/10.1007/s00521-023-08957-4.

Tengku Jamil, Tengku Husna, Hasanah Abd Khafidz, and Khazri Osman. “Da’wah Through Thinking Skills According to The Perspective of The Quran.” ‘Abqari Journal 24, no. 1 (2021): 20–28. https://doi.org/10.33102/abqari.vol24no1.289.

Valdez, Jana Patricia M., Jet U. Buenconsejo, Weipeng Yang, Xunyi Lin, and Anika Saxena. “Successful Integration of Technology into Preschool Education: Do Teachers’ Self-Efficacy and Outcome Expectations Matter?” Journal of Research on Technology in Education, 2025, 1–20. https://doi.org/10.1080/15391523.2025.2547183.

Vidergor, Hava E. “The Effect of Teachers’ Self- Innovativeness on Accountability, Distance Learning Self-Efficacy, and Teaching Practices.” Computers and Education 199, no. 104777 (2023): 1–14. https://doi.org/10.1016/j.compedu.2023.104777.

Zola, Nilma, A. Muri Yusuf, and Firman Firman. “Konsep Social Cognitive Career Theory.” JRTI (Jurnal Riset Tindakan Indonesia) 7, no. 1 (2022): 24–28. https://doi.org/10.29210/30031454000.