Prioritizing Form over Substance: Exploring the Predictors of Academic Formalism, Professional Image, and Mechanistic Learning Approaches Among Indonesian Teacher Education Students

Author Information

Anita Deka, Universitas Pendidikan Indonesia, Indonesia
Dasim Budimansyah, Universitas Pendidikan Indonesia, Indonesia
Mupid Hidayat, Universitas Pendidikan Indonesia, Indonesia
Momod Abdul Somad, Universitas Pendidikan Indonesia, Indonesia

Abstract

The primary goal of higher education is to produce graduates who not only possess academic credentials and grades but also demonstrate substantive mastery of their field and the practical competencies necessary for professional practice. Meaningful learning serves as a crucial foundation for achieving this objective, where students are expected to go beyond pursuing graduation or formal symbolic achievements such as grades and certificates, and instead engage deeply with conceptual understanding and its application in real-world contexts. However, this study identifies a tendency among students, particularly those enrolled in teacher education programs, to prioritize formal academic appearances over substantive learning — a phenomenon referred to in this research as Perceived Form Over Substance (PFOS). PFOS is operationalized into three dimensions: Prioritization of Academic Formalities (PFOS_FRM), Preference for Professional Image over Competence (PFOS_IMG), and Focus on Formal Outcomes over Learning Process (PFOS_HSL). Data were collected from 347 student respondents across semesters 4, 6, 8, and 10, representing four different faculties of education — FIP, FPIPS, FPMIPA, and FPTK. Using multiple linear regression analysis with predictors derived from the Personality Trait (PTRAIT) and Systemic Pressure (PSIST) scales, the findings reveal that orientation toward formal academic outcomes is more strongly influenced by systemic pressures — such as the need for external validation and procedural learning strategies — than by individual personality traits alone. Although variations exist based on semester level and faculty background, all three dimensions of PFOS consistently show significant tendencies among students, underscoring the need for further investigation into the interplay between institutional pressures and students’ motivation to foster deeper, more meaningful learning approaches.

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