Pedagogical beliefs of student teachers and school-based mentor teachers in the kurikulum merdeka context

Maida Azra Widowati; Iris Athamaica Lopez Palacios

doi:10.51574/hamka.v5i2.125

Authors

Maida Azra Widowati
widowati@gmail.com
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta, Jakarta, Indonesia
Iris Athamaica Lopez Palacios Program Educational Department, Universidad Simón Bolívar, Caracas 1080-A, Venezuela

Keywords:

Pedagogical beliefs, Kurikulum Merdeka, Mentor Teachers, PPG Prajabatan, Teacher Education

Abstract

Purpose: This study evaluates pedagogical belief disparities between PPG Prajabatan student teachers and school-based mentor teachers regarding cognitive goals (mechanical acquisition vs. higher-order reasoning) and social goals (compliance vs. agency) under Indonesia's Kurikulum Merdeka.

Method: Utilizing a quantitative comparative cross-sectional survey design, data were collected from participants ( candidate-mentor dyads) across clinical placement sites using the validated Pedagogical Beliefs Inventory for Kurikulum Merdeka. Data were analyzed using independent-samples -tests and two-way MANOVA.

Findings: Student teachers exhibited significantly higher endorsement for higher-order reasoning and social agency compared to mentors (). Conversely, school-based mentors prioritized mechanical acquisition and behavioral compliance. Mentoring tenure significantly moderated mentor mindsets (), with veteran mentors (>5 years) demonstrating high alignment with student-centered reform principles.

Practical implications: Teacher Training Institutions (LPTKs) and educational policymakers must institute structured mentor training frameworks to harmonize academic coursework with clinical placements, ensuring sustainable student-centered instruction.

Originality/value: This investigation provides unique empirical evidence by adapting sociocultural belief frameworks to an active national curriculum overhaul within a Global South teacher education setting.

Downloads

Download data is not yet available.

References

Ahn, K. (2009). Learning to teach within the curricular reform context: a sociocultural perspective on english student teachers’ practicum experience in South Korea. In Sovetskoe zdravookhranenie (Vol. 22, pp. 23–25). http://ci.nii.ac.jp/ncid/BB11195128

Crossref

Alghamdi, A. A., & Ernest, J. M. (2019). Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia. International Journal of Child Care and Education Policy, 13(1). https://doi.org/10.1186/s40723-019-0064-7

Crossref DOI: https://doi.org/10.1186/s40723-019-0064-7

Asrifan, A., Ilyas, S. N., Asti, A. S. W., Afifah, F., Lismayani, A., & Syamsuardi, S. (2025). Educational Experience and Expertise. In IGI Global eBooks (pp. 1–28). IGI Global. https://doi.org/10.4018/979-8-3693-9969-9.ch001

Crossref DOI: https://doi.org/10.4018/979-8-3693-9969-9.ch001

Butler, B. M., & Cuenca, A. (2012). Conceptualizing the Roles of Mentor Teachers During Student Teaching. Action in Teacher Education, 34(4), 296–308. https://doi.org/10.1080/01626620.2012.717012

Crossref DOI: https://doi.org/10.1080/01626620.2012.717012

Chaaban, Y., Du, X., & Ellili-Cherif, M. (2019). Influence of the Practicum Experience on Student Teachers’ Beliefs about their Role in EFL Classrooms. International Journal of Learning Teaching and Educational Research, 18(9), 78–95. https://doi.org/10.26803/ijlter.18.9.4

Crossref DOI: https://doi.org/10.26803/ijlter.18.9.4

Chang, C.-F., Annisa, N., & Chen, K.-Z. (2024). Pre-service teacher professional education program (PPG) and Indonesian science teachers’ TPACK development: A career-path comparative study. Education and Information Technologies, 30(7), 8689–8711. https://doi.org/10.1007/s10639-024-13160-6

Crossref DOI: https://doi.org/10.1007/s10639-024-13160-6

Dizon, Y. D. (2026). Teachers’ Pedagogical Beliefs and Classroom Practices in Teaching Science. International Journal of Multidisciplinary Applied Business and Education Research, 7(2), 985–998. https://doi.org/10.11594/ijmaber.07.02.35

Crossref DOI: https://doi.org/10.11594/ijmaber.07.02.35

Eddraoui, B., Sukyadi, D., Muslim, A. B., & Musthafa, B. (2023). Revisiting Pre-Service Education for Secondary EFL Teachers in Indonesia. Language Circle Journal of Language and Literature, 17(2), 276–286. https://doi.org/10.15294/lc.v17i2.41629

Crossref DOI: https://doi.org/10.15294/lc.v17i2.41629

Ennis, C. D. (1994). Knowledge and Beliefs Underlying Curricular Expertise. Quest, 46(2), 164–175. https://doi.org/10.1080/00336297.1994.10484118

Crossref DOI: https://doi.org/10.1080/00336297.1994.10484118

Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B. B., Rohr, J., & Stein, C. (2009). Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others. NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro), 61, 161–171. https://doi.org/10.1177/0022487109347874

Crossref DOI: https://doi.org/10.1177/0022487109347874

Fitriyah, C. Z., & Wardani, R. P. (2022). Paradigma Kurikulum Merdeka Bagi Guru Sekolah Dasar. Scholaria Jurnal Pendidikan Dan Kebudayaan, 12(3), 236–243. https://doi.org/10.24246/j.js.2022.v12.i3.p236-243

Crossref DOI: https://doi.org/10.24246/j.js.2022.v12.i3.p236-243

Habte, A., Bishaw, A., & Lechissa, M. (2021). Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers. Smart Learning Environments, 8(1), 26. https://doi.org/10.1186/s40561-021-00171-w

Crossref DOI: https://doi.org/10.1186/s40561-021-00171-w

Hollingsworth, S. (1989). Prior Beliefs and Cognitive Change in Learning to Teach. American Educational Research Journal, 26(2), 160–189. https://doi.org/10.3102/00028312026002160

Crossref DOI: https://doi.org/10.3102/00028312026002160

Jita, T., & Munje, P. N. (2021). Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program. International Journal of Higher Education, 11(1), 140. https://doi.org/10.5430/ijhe.v11n1p140

Crossref DOI: https://doi.org/10.5430/ijhe.v11n1p140

Johanes, S., & Agustina, N. (2026). Belief Change of Indonesian EFL Pre-Service Teachers during Teaching Practicum. Foremost Journal, 7(1), 55–61. https://doi.org/10.33592/foremost.v7i1.8240

Crossref DOI: https://doi.org/10.33592/foremost.v7i1.8240

Kang, J., Bakar, K. A., & Mohamed, S. (2025). Tripartite interaction among teachers, parents and young children in Chinese parent–child program. Frontiers in Psychology, 16, 1602763. https://doi.org/10.3389/fpsyg.2025.1602763

Crossref DOI: https://doi.org/10.3389/fpsyg.2025.1602763

Kolman, J. S., Roegman, R., & Goodwin, A. L. (2017). Learner-Centered Mentoring: Building from Student Teachers’ Individual Needs and Experiences as Novice Practitioners. Teacher Education Quarterly (Claremont, Calif.), 44(3), 93–117. http://files.eric.ed.gov/fulltext/EJ1149114.pdf

Crossref

Kusumawati, E., Umam, K., & Umam, K. (2025). Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2025.2501458

Crossref DOI: https://doi.org/10.1080/2331186X.2025.2501458

Kuswandono, P. (2017). MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING. Indonesian Journal of Applied Linguistics, 6(2), 213. https://doi.org/10.17509/ijal.v6i2.4846

Crossref DOI: https://doi.org/10.17509/ijal.v6i2.4846

Lampert-Shepel, E., & Zimmerman, A. S. (2024). Introduction (pp. 1–5). https://doi.org/10.4324/9781003487067-1

Crossref DOI: https://doi.org/10.4324/9781003487067-1

Li, L., & Huang, J. L. (2023). Exploring preservice teachers’ belief changes during early childhood education teaching practicum in China: A case study. Asia Pacific Journal of Education, 44(4), 825–839. https://doi.org/10.1080/02188791.2023.2167806

Crossref DOI: https://doi.org/10.1080/02188791.2023.2167806

Mirkabil, A. (2025). THE ROLE OF INSTITUTIONAL SUPPORT IN GUIDING NOVICE ENGLISH TEACHERS. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.17510292

Crossref

Ndari, W., Suyatno, S., Sukirman, S., & Mahmudah, F. N. (2023). Implementation of the Merdeka Curriculum and Its Challenges. European Journal of Education and Pedagogy, 4(3), 111–116. https://doi.org/10.24018/ejedu.2023.4.3.648

Crossref DOI: https://doi.org/10.24018/ejedu.2023.4.3.648

Orland‐Barak, L., & Wang, J. (2020). Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform. Journal of Teacher Education, 72(1), 86–99. https://doi.org/10.1177/0022487119894230

Crossref DOI: https://doi.org/10.1177/0022487119894230

Parker, A., Zenkov, K., & Glaser, H. (2021). Preparing School-Based Teacher Educators: Mentor Teachers’ Perceptions of Mentoring and Mentor Training. Peabody Journal of Education, 96(1), 65–75. https://doi.org/10.1080/0161956x.2021.1877027

Crossref DOI: https://doi.org/10.1080/0161956X.2021.1877027

Peiser, G., Duncalf, D., & Mallaburn, A. (2019). The role of the mentor in an increasingly school-led English initial teacher education policy context. Professional Development in Education, 48(2), 185–202. https://doi.org/10.1080/19415257.2019.1694053

Crossref DOI: https://doi.org/10.1080/19415257.2019.1694053

Purwasih, D., Zakwandi, R., Wilujeng, İ., Wiyarsi, A., Matakupan, S. J., & Wiradika, I. N. I. (2025). From Training to Teaching: How Effective Are Teaching Practicum Program in Preparing Professional Teachers? Education and Urban Society, 57(9), 974–1001. https://doi.org/10.1177/00131245251361116

Crossref DOI: https://doi.org/10.1177/00131245251361116

Putra, F. M., Purwana, D., Madhakomala, R., & Firmansyah, F. (2026). Bridging Equity and Excellence: A Mixed-Methods Quality Assurance Evaluation of Indonesia’s Pre-Service Professional Teacher Program. International Journal of Learning Teaching and Educational Research, 25(4), 788–808. https://doi.org/10.26803/ijlter.25.4.36

Crossref DOI: https://doi.org/10.26803/ijlter.25.4.36

Rifaldi, Moh., Kaharu, S. N., Pahriadi, P., Azizah, A., & Sukri, S. (2026). Teachers’ Understanding of the Merdeka Curriculum. Journal of Innovation and Research in Primary Education, 5(1), 1486–1495. https://doi.org/10.56916/jirpe.v5i1.3076

Crossref DOI: https://doi.org/10.56916/jirpe.v5i1.3076

Scorțescu, M., Sava, S., & Crașovan, M. (2024). Mentoring in Initial Teacher Education: Practices and Needs for Continuing Professional Development of Romanian School-Based Teacher Educators. SAGE Open, 14(4). https://doi.org/10.1177/21582440241296912

Crossref DOI: https://doi.org/10.1177/21582440241296912

Sipayung, E. R., & Hsu, C.-H. (2023). Indonesian Teachers’ Beliefs and Competencies in Implementing the Indonesian Prototype Curriculum to Promote SDG Goal 4. Educative Jurnal Ilmiah Pendidikan, 1(3), 118–126. https://doi.org/10.37985/educative.v1i3.220

Crossref DOI: https://doi.org/10.37985/educative.v1i3.220

Smith, L. G., Seeger, V., McBride, M., & Wall, T. J. (2024). The Impact of Mentoring and Scholarships on Teacher Candidates. Educational Considerations, 49(3). https://doi.org/10.4148/0146-9282.2380

Crossref DOI: https://doi.org/10.4148/0146-9282.2380

Soysal, Y., & Radmard, S. (2017). Social negotiations of meanings and changes in the beliefs of prospective teachers: A vygotskian perspective. Educational Studies, 44(1), 57–80. https://doi.org/10.1080/03055698.2017.1345676

Crossref DOI: https://doi.org/10.1080/03055698.2017.1345676

Sulisworo, D., Lestari, S., Jatmika, S., Mustafa, A., & Azizah, N. (2024). Unlocking the Path to Professional Teaching: Insights from Student Teachers and Mentor Teachers in an At-School Practicum Program. Buletin Edukasi Indonesia, 3(1), 13–26. https://doi.org/10.56741/bei.v3i01.481

Crossref DOI: https://doi.org/10.56741/bei.v3i01.481

Tanjung, F. Z., Musthafa, B., & Wirza, Y. (2021). Voice of EFL mentor teachers: Mentorship for mutual professional development. Studies in English Language and Education, 8(3), 986–1005. https://doi.org/10.24815/siele.v8i3.20401

Crossref DOI: https://doi.org/10.24815/siele.v8i3.20401

Tatik, T., Nguyen, H. T. M., & Loughland, T. (2025). Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction: A cultural-historical activity theory perspective. Teaching and Teacher Education, 159, 105013. https://doi.org/10.1016/j.tate.2025.105013

Crossref DOI: https://doi.org/10.1016/j.tate.2025.105013

Voet, M., & Wever, B. D. (2018). Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context. Ghent University Academic Bibliography (Ghent University), 70(5), 423–440. https://doi.org/10.1177/0022487117751399

Crossref DOI: https://doi.org/10.1177/0022487117751399

Wang, H.-H., Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. (2020). Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-019-0201-4

Crossref DOI: https://doi.org/10.1186/s40594-019-0201-4

Wang, J., & Odell, S. J. (2003). Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom. The Elementary School Journal, 104(2), 147–174. https://doi.org/10.1086/499747

Crossref DOI: https://doi.org/10.1086/499747

Yunus, W. N. M. W. M. (2022). A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice. JEELS (Journal of English Education and Linguistics Studies), 7(2), 321–345. https://doi.org/10.30762/jeels.v7i2.217

Crossref DOI: https://doi.org/10.30762/jeels.v7i2.217