<![CDATA[Teacher support is widely valued, yet support does not automatically hand cognitive and conversational responsibility to learners. This study examined how students at SMP Muhammadiyah 1 Ternate, Indonesia, perceived teacher guidance, autonomy-preserving scaffolding, and classroom participation, where these perceptions diverged, and whether they differed by gender or grade. A cross-sectional survey was conducted with 101 students in Grades VII–IX using a researcher-developed, exploratory 15-item, five-point Likert questionnaire. Data were analysed with descriptive statistics, paired-samples t tests on within-person contrasts, Welch’s t test, one-way ANOVA, Kruskal–Wallis tests, and an equivalence test. Internal consistency was acceptable (α = .73) and overall perceptions were favourable (M = 4.20, SD = 0.35). As hypothesised, direct assistance and task supervision were rated higher than hints that withhold an immediate answer (Mdiff = 0.81, t(100) = 7.47, p < .001, dz = 0.74). Opportunities to ask questions and express opinions were also rated higher than the balance of teacher and student talk (Mdiff = 1.34, dz = 1.20), although this contrast involves a reverse-worded item and is interpreted with caution. Resource diversity received the lowest rating (M = 2.99). Gender and grade differences were not significant, and the gender difference was statistically equivalent to zero within ±0.5 SD. Because the instrument has not been externally validated, these findings are read as perceived patterns rather than verified practice. They suggest strong relational support alongside an incomplete transfer of responsibility. Teachers can retain care and clarity while offering prompts before answers, widening classroom dialogue, and diversifying learning resources.]]>
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