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All Journal HAMKA INSIGHT
Iris Athamaica Lopez Palacios
Program Educational Department, Universidad Simón Bolívar, Caracas 1080-A, Venezuela
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pedagogical beliefs of student teachers and school-based mentor teachers in the kurikulum merdeka context Maida Azra Widowati; Iris Athamaica Lopez Palacios
HAMKA INSIGHT Vol. 5 No. 2 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i2.125

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.
Co-Authors Maida Azra Widowati