Holistic Achievement in Faith-Based Secondary Education: Structural Interrelations among Value Internalization and Learning Environment Dimensions
DOI:
https://doi.org/10.32678/tarbawi.v12i01.12683
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Keywords:
Islamic values, learning environment, structural equation modeling, holistic achievementAbstract
Research on school learning environments remains fragmented, often examining instructional, relational, and environmental dimensions in isolation. This study addresses this gap by proposing an integrative structural model that explains how Islamic value internalization interacts with pedagogical and environmental factors to shape students’ task orientation in a faith-based secondary education context. A quantitative cross-sectional survey was conducted with 150 students, and Structural Equation Modeling (SEM) was employed to test the proposed relationships. The model demonstrates a good fit (χ²/df = 2.10; CFI = 0.96; TLI = 0.95; RMSEA = 0.055). Islamic values emerge as the strongest predictor of task orientation (β = 0.67, p < .001), while instructional activities significantly influence task orientation (β = 0.42, p < .01) and mediate the effects of teacher–student relationships and the physical learning environment. The model explains substantial variance in instructional activities (R² = 0.49) and task orientation (R² = 0.56). This study advances the literature by demonstrating that value internalization functions as a central mechanism within a holistic learning ecosystem, linking relational, pedagogical, and environmental dimensions. The findings provide a more integrated understanding of how faith-based educational environments shape students' academic engagement and offer implications for the design of value-oriented learning systems.
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