Value has been identified as an essential aspect towards the quality in mathematics education at various levels of the system, institutional, curriculum, education management, and classroom interactions. However, few studies were focused on values, its development, measurement, and impact in education as compared to other affective aspects such as beliefs, motivation, perceptions, and attitude. In addition, most studies dealt with values developed in Western education setting where the spiritual domain was not considered. This paper detailed the instrument development processes including analysis, design, development, and evaluation phases. Content validity of the 36-item instrument was enhanced by a focus group and panels of experts' reviews. Construct validity was investigated using reliability measures, item analysis, principal analysis of residuals, rating scale functioning, confirmatory factor analysis, and first order factor analysis. The inventory, three sub-constructs, nine dimensions, and the 36 items have high Cronbach alpha values. Confirmatory factor analysis did not fully support the hypothesised conceptual framework with three sub-constructs and nine dimensions. Suggestions on how to further improve the instrument validity were proposed. The instrument which was theoretically based on faith and belief in God, was the pioneer and significant to the future investigations on values development in mathematics education.