Universitas Islam Negeri Raden Mas Said Surakarta
International Conference on Islamic Education and Instruction

Validating and Correlating the School as Learning Organization Scale in Special Schools of South Jakarta

Date Published : 13 March 2026

Contributors

Andita Putri Ramadhania

Author

Mohammad Sofwan Effendi

Author

Kamaludin

Author

Keywords

School as Learning Organizations Special Schools (SLB) Content Validity Index (CVI) Item Response Theory (IRT)

Proceeding

Vol. 2 No. 1 (2025): International Conference on Islamic Education and Instruction 2025

Track

General Track

Abstract

This study validates and examines the interrelationships among the seven dimensions of the School as Learning Organization (SLO) framework within Special Schools (SLB) in South Jakarta. While the SLO concept, developed by Kools and Stoll (2016, 2020), has been widely studied in mainstream education, its application in special education remains limited. Addressing this gap, the research adapts and tests the SLO scale to ensure contextual and psychometric relevance for inclusive school settings. Using a quantitative design, data were collected from 40 SLB teachers and analyzed through a dual approach combining expert validation and statistical analysis. The Content Validity Index (CVI), assessed by six experts, demonstrated strong content representativeness (I-CVI = 0.83–1.00; S-CVI/Ave = 1.00), confirming item clarity and relevance. Reliability analyses showed high internal consistency across the seven dimensions (Cronbach’s α = 0.894–0.941). Further, the Item Response Theory (IRT) model using Rasch analysis was applied to evaluate item fit, reliability, and hierarchy, revealing robust measurement performance for certain dimensions and identifying areas requiring refinement. Correlation results (r = .620–.925, p < .01) confirmed that all seven dimensions are interdependent components of a coherent learning organization construct. The findings contribute theoretically by extending the SLO framework to special education and practically by providing a validated diagnostic tool for school leaders and policymakers. This instrument enables data-driven evaluation of organizational learning capacity, thereby supporting inclusive, adaptive, and sustainable school improvement.

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How to Cite

Andita Putri, A. P., Mohammad Sofwan, M. S., & Kamaludin, K. (2026). Validating and Correlating the School as Learning Organization Scale in Special Schools of South Jakarta. International Conference on Islamic Education and Instruction, 2(1), 493-507. https://conferences.uinsaid.ac.id/iciei/paper/view/867