Digital affective-ethical internalization media in the Curriculum of Love: Formative PLS-SEM evidence from teachers and parents
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Digital transformation expands school–family communication but does not automatically strengthen value internalization. This study tested the relationships among digital affective-ethical internalization media (IAEM Digital), the Curriculum of Love, and school–family character partnership, and examined whether the relationship pattern could be compared across teachers and parents. A cross-sectional survey involved 91 teachers and 150 parents from three senior secondary schools in Pontianak and Kubu Raya, Indonesia. The three constructs were specified formatively and estimated using Mode B PLS-SEM. The teacher model was assessed with 5,000 bootstrap subsamples, redundancy validity, f² effect sizes, and Q²predict/PLSpredict. The parent model was estimated separately, followed by MICOM and multigroup analysis with 1,000 permutations. In the teacher model, IAEM Digital positively predicted the Curriculum of Love (β=.506, p<.001) and character partnership (β=.272, p=.017), while the Curriculum of Love positively predicted partnership (β=.420, p<.001). The indirect effect was significant (β=.213, p=.001), with R² values of .256 and .366. Redundancy coefficients of .720–.779 and positive Q²predict values supported the teacher composites and their predictive relevance. The parent model produced high R² values but also severe inner collinearity (VIF=29.946), unstable coefficients, and weaker predictive error than the linear benchmark. MICOM did not establish compositional invariance for IAEM Digital; therefore, MGA results were treated as diagnostic rather than inferential. The findings support partial mediation by the Curriculum of Love from the teacher perspective and demonstrate that cross-informant comparisons require stronger measurement equivalence.
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