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The purpose of the study: The study to produce performance measurement instruments for Islamic education teachers has certified teachers. Research objectives: Research to produce performance measurement instruments for Islamic education teachers has teacher certification. Research Methodology: Research using quantitative methods of the Amos model. Participants were 202 participants of high school Islamic teachers. Findings: 1) Researchers develop a theoretical framework for teacher performance by applying the Ministry of Affairs version of the Teacher Performance Assessment Evaluation using at least two (two) hierarchies. 2) The theoretical construct of teacher performance chosen by the author consists of 4 (four) dimensions/aspects, which together form 14 (fourteen) indicators. There are five (five) indicators in the Learning Planning (LP) dimension, three (three) indicators in the Classroom Learning Implementation (CLP) dimension, three (three) indicators in the Evaluation Implementation (EI) dimension, and three (three) indicators in the Student Guidance dimension. 3) There are fifty (fifty) items in the performance evaluation of Islamic teachers, all of which are credible statements. As a result, the last item is recognized as a statement that can be trusted to form because the construct reliability value (CR) is greater than 0.5 (≥0.5), the corresponding indicator. The construct consists of fourteen indicators, all of which are considered valid and reliable because their t-values are declared significant (above 1.96, ≥1.96), the extracted variance value (AVE) exceeds 0.5 (≥0.5), and the construct reliability (CR) that forms the aspect of each statement item exceeds 0.5 (≥0.5). Originality/Value: Research Study Survey Development of Construct Reliability and Avarice Variance of Extracted Measurement Instruments.
Rochanah et al. (Sat,) studied this question.