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All Journal Jurnal Eduscience (JES) Eduvest - Journal of Universal Studies
Anita Deka
Universitas Pendidikan Indonesia
Aerospace Engineering Computer Science & IT Education Health Professions Neuroscience Social Sciences Other

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Form Over Substance as Governance Technology: A Mixed-Method Exploration of Performativity in Indonesian Teacher Education Anita Deka; Dasim Budimansyah; Mupid Hidayat; Momod Abdul Somad
Eduvest - Journal of Universal Studies Vol. 6 No. 5 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i5.53103

Abstract

This research investigates the phenomenon of Form Over Substance (FOS) in Indonesian pre-service teacher education. Drawing on survey data from 347 students and focus group discussions with 15 participants, we inductively developed the Perceived Form Over Substance (PFOS) instrument, an exploratory scale with three dimensions: formalism, image management, and outcome preoccupation. Regression analyses show that systemic pressure for procedural certainty is the strongest predictor of PFOS orientations, outweighing dispositional traits such as the need for social validation. Qualitative findings deepen this picture: students describe ritualized learning, emotional labor in sustaining compliant identities, and grades functioning as social currency under familial surveillance. These patterns suggest that FOS is less a failure of motivation than a systemic outcome of governance regimes that operate through metrics, mimicry, and outsourced compliance. The PFOS instrument offers a preliminary, context-grounded tool for capturing the subjective experience of performative governance. PFOS is not a failure of will but a rational adaptation to systemic pressure, where compliance is not chosen but compelled. Reform requires reconfiguring performative policy technologies, preserving accountability while reducing reliance on forms and metrics, and re-centering teacher education on reflection, substantive evaluation, and meaningful pedagogy.
CONCEPTUALIZING PERCEIVED FORM OVER SUBSTANCE (PFOS): A THEORETICAL EMPIRICAL FRAMEWORK FOR UNDERSTANDING EDUCATIONAL PERFORMATIVITY AMONG INDONESIAN PRE-SERVICE TEACHERS Anita Deka; Dasim Budimansyah; Mupid Hidayat; Momod Abdul Somad
JURNAL EDUSCIENCE Vol 13, No 4 (2026): Jurnal Eduscience (JES), (Authors from South Africa, Philippines, and Indonesia
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9319

Abstract

Purpose – This study aims to conceptualize and examine Perceived Form Over Substance (PFOS) as a theoretical-empirical framework for explaining why Indonesian pre-service teachers may prioritize administrative form, academic image, and measurable outcomes over substantive pedagogical learning.Methodology – This study employed an exploratory quantitative design. The instrument was developed through preliminary observations, focus group discussions, literature review, and two rounds of pilot testing to refine the theoretical domains. The main survey was administered to 347 pre-service teachers in Indonesia. The final instrument consisted of the PFOS scale, Personal Traits (PTRAIT), and Systemic Pressure (PSIST). Quantitative data were analyzed using Principal Component Analysis (PCA) with Promax rotation, reliability analysis, descriptive statistics, and multiple linear regression.Findings – The results indicate that PFOS comprises three dimensions: Academic Formalism, Image Management, and Outcome Orientation. The factor structure was empirically supported by KMO = 0.86, Bartlett’s test p < 0.001, and total variance explained of 45.47%. The PFOS scales demonstrated satisfactory reliability, with Cronbach’s alpha ranging from 0.71 to 0.76. Regression results indicate that systemic pressure, particularly procedural certainty and task structure, is the strongest and most consistent predictor of all PFOS dimensions. Thus, PFOS is better understood as an adaptive response to academic systemic pressures rather than a deficit in individual character.Contribution – This study contributes to educational performativity literature by proposing PFOS as a multidimensional construct in Indonesian teacher education. It offers practical insights for evaluation systems that support autonomy, pedagogical meaning, and substantive learning.
Co-Authors Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Mupid Hidayat Somad, Momod Abdul