Development and Validation of the Santri Teaching Khidmah Scale for Pedagogical Service in Pesantren
DOI:
https://doi.org/10.21154/cendekia.v24i2.14134Keywords:
instrument validation, Islamic education, pesantren, psychometrics, Santri Teaching KhidmahAbstract
Khidmah in pesantren encompasses educational service and the ethical and spiritual commitments underlying knowledge transmission. However, existing research has predominantly adopted qualitative approaches or broad service concepts, leaving Santri Teaching Khidmah insufficiently represented by validated psychometric measures. This study aimed to develop and conduct an initial validation of the 36-item Santri Teaching Khidmah Scale (STKS), grounded in Islamic educational literature and classical texts on teacher ethics, knowledge transmission, and self-development. Using an instrument development design, data were collected from 200 santri teachers across three pesantren in Central Java. After content validation, the study proceeded with exploratory factor analysis (EFA), followed by confirmatory factor analysis (CFA). In addition, the researchers assessed convergent validity, discriminant validity, and reliability to ensure the measurement model was both valid and consistent. EFA supported a three-factor solution, and all 36 items were retained. CFA confirmed Pedagogical-Islamic Competence, Teachers’ Intentions and Ethics, and Self-Reflection and Self-Development, with standardized loadings of 0.672–0.817. Model fit was supported by χ²/df = 0.979, CFI = 1.000, TLI = 1.003, RMSEA = 0.000 (90% CI [0.000, 0.020]), and SRMR = 0.046. AVE values ranged from 0.513 to 0.583, CR from 0.927 to 0.944, and discriminant validity was adequate. The STKS provides initial evidence for a culturally grounded, multidimensional measure of teaching khidmah in pesantren.
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