Transformative Effects of MBKM on Student Potential in Social Studies Pedagogy: A Cross-Sectional Survey of Prospective Elementary Teachers

Authors

  • Anwar Marasabesy Universitas Khairun, Indonesia
  • Selvi Wulandari Universitas Khairun, Indonesia
  • Santi M.J. Wahid Institut Agama Islam Negeri Ternate, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i1.8253

Keywords:

merdeka belajar–kampus merdeka (MBKM), social studies pedagogy, teacher education, experiential learning, prospective elementary teachers

Abstract

The Merdeka Belajar–Kampus Merdeka (MBKM) policy promotes experiential learning to strengthen pre-service teachers’ professional readiness, yet evidence in elementary social studies pedagogy remains limited. This study describes the multidimensional potential of prospective elementary teachers who participated in MBKM-related activities and examines gender differences in reported potential. A cross-sectional survey was conducted with 258 fourth-semester elementary teacher education students at Universitas Khairun, Indonesia (62% female; mean age = 20.4 years). Student potential was measured using a validated 40-item, 5-point Likert questionnaire across five dimensions: cognitive, affective, social, pedagogical creativity, and independence/adaptability (Cronbach’s α = 0.912). Item validity showed acceptable item–total correlations (r = 0.421–0.591, p < .001). Because the data were non-normally distributed, gender comparisons were tested using Mann–Whitney U with effect size r = Z/√N (α = .05). Overall student potential was high (M = 169.59 of 200), with independence/adaptability yielding the highest mean dimension score (M = 34.25 of 40). Female students reported higher scores than male students across all dimensions and the total score, with statistically significant differences (p = .013–.047) but small effect sizes (r = 0.12–0.15). Participants reported strong multidimensional potential within the MBKM experiential learning context, and gender differences were consistent but modest. Given the single-institution, cross-sectional design and reliance on self-report, findings indicate associative patterns and should not be interpreted as causal effects or generalized nationally.

References

Abdigapbarova, U., & Zhiyenbayeva, N. (2023). Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment. Education and Information Technologies, 28(1), 647–661. https://doi.org/10.1007/s10639-022-11159-5

Blundell, C., Lee, K. T., & Nykvist, S. (2020). Moving beyond enhancing pedagogies with digital technologies: Frames of reference, habits of mind and transformative learning. Journal of Research on Technology in Education, 52(2), 178–196. https://doi.org/10.1080/15391523.2020.1726235

Catalano, H., Albulescu, I., Stan, C., Mestic, G., & Ani-Rus, A. (2023). Child-Centered Approach through Slow Education Principles: A View to Child Personality Development in Early Childhood. Sustainability (Switzerland), 15(11). https://doi.org/10.3390/su15118611

Curriculares, P. (2022). Curricular Practices Towards Sustainability and a Transformative Pedagogy. 20(4), 107–125.

Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M. S. (2022). Transformation and digital literacy: Systematic literature mapping. Education and Information Technologies, 27(2), 1417–1437. https://doi.org/10.1007/s10639-021-10624-x

Hardiansyah, F., AR, M. M., & Hidayatillah, Y. (2022). IPAS Learning Assessment To Measure Science Process Skill In Elementary School. International Journal of Elementary Education, 6(3), 612–623. https://doi.org/https://doi.org/10.23887/ijee.v6i4.54217

Hardiansyah, F., Armadi, A., Ar, M. M., & Wardi, M. (2024). Analysis of Field Dependent and Field Independent Cognitive Styles in Solving Science Problems in Elementary Schools. Jurnal Penelitian Pendidikan IPA, 10(3), 1159–1166. https://doi.org/10.29303/jppipa.v10i3.5661

Hardiansyah, F., Sukitman, T., Wahdian, A., & Hodairiyah, H. (2024). The Use of Differentiated Digital Learning Models to Enhance Science Problem-Solving in Elementary Schools. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1462–1474. https://doi.org/https://doi.org/10.35445/alishlah.v16i2.5087

Heppt, B., Henschel, S., Hardy, I., & Gabler, K. (2023). Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency? European Journal of Psychology of Education, 38(4), 1377–1401. https://doi.org/10.1007/s10212-022-00653-6

Jennings, P. A., & Min, H. H. (2023). Transforming Empathy-Based Stress to Compassion: Skillful Means to Preventing Teacher Burnout. Mindfulness, 14(10), 2311–2322. https://doi.org/10.1007/s12671-023-02115-6

Kennedy, A., & Stevenson, H. (2023). Beyond reproduction: the transformative potential of professional learning. Professional Development in Education, 49(4), 581–585. https://doi.org/10.1080/19415257.2023.2226971

Kolb, D. A. (2007). The Kolb learning style inventory. Hay Resources Direct Boston, MA.

Lee, D., Huh, Y., Lin, C. Y., & Reigeluth, C. M. (2022). Personalized Learning Practice in U.S. Learner-Centered Schools. Contemporary Educational Technology, 14(4). https://doi.org/10.30935/cedtech/12330

Lubicz-Nawrocka, T., & Bovill, C. (2023). Do students experience transformation through co-creating curriculum in higher education? Teaching in Higher Education, 28(7), 1744–1760. https://doi.org/10.1080/13562517.2021.1928060

Maussumbayev, R., Toleubekova, R., Kaziyev, K., Baibaktina, A., & Bekbauova, A. (2022). Development of research capacity of a future social pedagogue in the face of digital technologies. Education and Information Technologies, 27(5), 6947–6966. https://doi.org/10.1007/s10639-022-10901-3

Melash, V. D., Molodychenko, V. V., Huz, V. V., Varenychenko, A. B., & Kirsanova, S. S. (2020). Modernization of education programs and formation of digital competences of future primary school teachers. International Journal of Higher Education, 9(7), 377–386. https://doi.org/10.5430/ijhe.v9n7p377

Niu, S. J., Niemi, H., & Furman, B. (2022). Supporting K-12 Students to Learn Social-Emotional and Self-Management Skills for Their Sustainable Growth with the Solution-Focused Kids’Skills Method. Sustainability (Switzerland), 14(13). https://doi.org/10.3390/su14137947

Pan, H.-L. W. (2023). Learner-Centered Teaching Catalyzed by Teacher Learning Communities: The Mediating Role of Teacher Self-Efficacy and Collaborative Professional Learning. Sustainability, 15(6), 4850. https://doi.org/10.3390/su15064850

Pan, H. L. W. (2023). Advancing Student Learning Power by Operating Classrooms as Learning Communities: Mediated Effects of Engagement Activities and Social Relations. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15032461

Preuss, L., Fischer, I., & Luiz, J. M. (2023). Using sensemaking as a lens to assess student learning on corporate social responsibility and sustainability. Higher Education Quarterly, 77(4), 676–692. https://doi.org/10.1111/hequ.12429

Rüth, M., Birke, A., & Kaspar, K. (2022). Teaching with digital games: How intentions to adopt digital game-based learning are related to personal characteristics of pre-service teachers. British Journal of Educational Technology, 53(5), 1412–1429. https://doi.org/10.1111/bjet.13201

Sáez-López, J. M., Vázquez-Cano, E., Fombona, J., & López-Meneses, E. (2022). Gamification and gaming proposals, teachers’ perceptions and practices in Primary Education. Interaction Design and Architecture(S), 53, 213–229. https://doi.org/10.55612/s-5002-053-011

Sandilos, L. E., Neugebauer, S. R., DiPerna, J. C., Hart, S. C., & Lei, P. (2023). Social–Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers’ Interactions with Students. School Mental Health, 15(1), 190–201. https://doi.org/10.1007/s12310-022-09543-0

Sanz, N. M., Urías, M. D. V., Salgado, L. N., Benítez, N. V., & Martínez, M. C. V. (2023). Educate to transform: An innovative experience for faculty training. Education and Information Technologies, 28(2), 1613–1635. https://doi.org/10.1007/s10639-022-11160-y

Smolkowski, K., Marquez, B., Marquez, J., Vincent, C., Pennefather, J., Walker, H., & Strycker, L. A. (2023). Teaching self-management strategies to upper-elementary students: Evidence of promise from the We Have Choices program. Psychology in the Schools, 60(6), 1681–1705. https://doi.org/10.1002/pits.22710

Väätäjä, J. O. (2025). A community of practice approach to the co-development of digital pedagogy: a case study of primary school teacher education practicum. European Journal of Teacher Education, 48(3), 583–600. https://doi.org/10.1080/02619768.2023.2198102

Yang, D., Cai, Z., Wang, C., Zhang, C., Chen, P., & Huang, R. (2023). Not all engaged students are alike: patterns of engagement and burnout among elementary students using a person-centered approach. BMC Psychology, 11(1), 1–12. https://doi.org/10.1186/s40359-023-01071-z

Zhurat, Y., Lipshyts, L., Soter, M., Chumak, L., Tarasenko, H., Valchuk-Orkusha, O., & Melnyk, I. (2020). Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(2sup1), 64–81. https://doi.org/10.18662/brain/11.2sup1/95

Downloads

Additional Files

Published

2026-02-11

How to Cite

Marasabesy, A., Wulandari, S., & Wahid, S. M. (2026). Transformative Effects of MBKM on Student Potential in Social Studies Pedagogy: A Cross-Sectional Survey of Prospective Elementary Teachers. AL-ISHLAH: Jurnal Pendidikan, 18(1), 146–157. https://doi.org/10.35445/alishlah.v18i1.8253

Issue

Vol. 18 No. 1 (2026): MARCH 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.