Journal of Applied Educational Study

Vol. 3 No. 1 (2026): April 2026
Articles

The Strategic Role of Mentor Teachers in Supporting the Teaching Practicum of Pre-Service Teacher Professional Education (PPG) Students

PDF 18-25
  • Ahmad Maheru Jiddan,
  • Denies Lega Ramadhani,
  • Mar Atullatipah,
  • Nila Ika Nurwahyuni,
  • Maya Angelita Asmaradani,
  • Nika Wulandari,
  • Putri Fitria Silaturrokhimi,
  • Eko Pujiati
Ahmad Maheru Jiddan
Universitas Wisnuwardhana Malang
Denies Lega Ramadhani
Universitas Wisnuwardhana Malang
Mar Atullatipah
Universitas Wisnuwardhana Malang
Nila Ika Nurwahyuni
Universitas Wisnuwardhana Malang
Maya Angelita Asmaradani
Universitas Wisnuwardhana Malang
Putri Fitria Silaturrokhimi
Universitas Wisnuwardhana Malang
Eko Pujiati
Universitas Wisnuwardhana Malang
DOI: https://doi.org/10.64460/jaes.v3i1.155

Published 29-03-2026

Keywords

  • mentor teacher,
  • professionalism,
  • reflective practice,
  • teaching practicum,
  • teacher professional education

How to Cite

Jiddan, A. M., Ramadhani, D. L., Atullatipah, M., Nurwahyuni, N. I., Angelita Asmaradani, M., Wulandari, N., … Pujiati, E. (2026). The Strategic Role of Mentor Teachers in Supporting the Teaching Practicum of Pre-Service Teacher Professional Education (PPG) Students. Journal of Applied Educational Study, 3(1), 18–25. https://doi.org/10.64460/jaes.v3i1.155

Abstract

Abstract: Teacher professional education aims to prepare prospective teachers who possess pedagogical, professional, social, and personal competencies. One important component of the program is teaching practicum conducted in partner schools under the supervision of mentor teachers. This study aims to describe the strategic role of mentor teachers in supporting the success of teaching practicum undertaken by pre-service teachers at SMP Negeri 11 Malang. This research employed a qualitative descriptive approach using reflective practice. Data were collected through classroom observations, mentoring documentation, reflective journals, and discussions conducted during the practicum. The findings indicate that mentor teachers play strategic roles as instructional mentors, facilitators, professional role models, evaluators, and motivators. Their guidance significantly improves lesson planning, classroom management, instructional strategies, assessment implementation, and students' engagement. Constructive feedback also enhances prospective teachers' confidence and professionalism. Therefore, the presence of mentor teachers becomes one of the determining factors in preparing competent and professional future teachers.

Abstrak: Pendidikan profesi guru bertujuan untuk mempersiapkan calon guru yang memiliki kompetensi pedagogik, profesional, sosial, dan kepribadian. Salah satu komponen penting dalam program ini adalah praktik pengalaman lapangan (praktik mengajar) yang dilaksanakan di sekolah mitra di bawah bimbingan guru pamong. Penelitian ini bertujuan untuk mendeskripsikan peran strategis guru pamong dalam mendukung keberhasilan praktik mengajar yang dilakukan oleh calon guru di SMP Negeri 11 Malang. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode praktik reflektif. Data dikumpulkan melalui observasi kelas, dokumentasi pembimbingan, jurnal reflektif, dan diskusi yang dilakukan selama masa praktik. Hasil penelitian menunjukkan bahwa guru pamong memainkan peran strategis sebagai pembimbing pembelajaran, fasilitator, panutan profesional, evaluator, dan motivator. Bimbingan mereka secara signifikan meningkatkan kualitas perencanaan pembelajaran, pengelolaan kelas, strategi pembelajaran, pelaksanaan penilaian, serta keterlibatan siswa. Umpan balik yang konstruktif juga meningkatkan kepercayaan diri dan profesionalisme calon guru. Oleh karena itu, kehadiran guru pamong menjadi salah satu faktor penentu dalam mempersiapkan calon guru masa depan yang kompeten dan profesional.

PDF 18-25

References

  1. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  2. Prastikawati, F. E., Adeoye, M. A., & Ryan, J. C. (2024). Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6(2), 230–253. https://doi.org/10.23917/IJOLAE.V6I2.23431
  3. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487;WEBSITE:WEBSITE:SAGE;WGROUP:STRING:PUBLICATION
  4. Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative Data Analysis: A Methods Sourcebook Fourth Edition. In Qualitative data analysis: A methods sourcebook (Chapter 8). Sage publications.
  5. Ngatmini, N., & Suyitno, S. (2025). Fostering Effective Teaching Practices: An Analysis of Classroom Implementation Among Pre-Service Indonesian Language Teachers. Indonesian Language Education and Literature, 11(1), 188. https://doi.org/10.24235/ILEAL.V11I1.20006
  6. Pinardi, J., Rahman, A., Basuki, B., Artuti, E., & Ratnawati, O. A. (2024). Mentor Teachers’ Perceptions Toward the Pedagogical Competence of Pre-Service Teacher Professional Education, FKIP, University of Palangka Raya in Practical Field Experience. JURNAL PENDIDIKAN, 25(1), 22–33. https://doi.org/10.52850/JPN.V25I1.12827
  7. Sari, A. P., & Atmoko, A. (2024). Urgensi PPL PPG Prajabatan terhadap Peningkatan Profsionalisme Calon Guru Bimbingan dan Konseling di Era Society 5.0. Journal of Innovation and Teacher Professionalism, 2(3), 255–262. https://doi.org/10.17977/um084v2i32024p255-262
  8. Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms.
  9. Wahyudin, & Aripin, S. (2025). A SYSTEMATIC ANALYSIS OF THE IMPACT OF THE TEACHER PROFESSIONAL EDUCATION PROGRAM ON TEACHER PROFESSIONALISM IN TEACHING AND LEARNING ACTIVITIES IN INDONESIA. AL-ADABIYAH: Jurnal Pendidikan Agama Islam, 6(3), 234–241. https://doi.org/10.35719/ADABIYAH.V6I3.1130