A comparative analysis of the student mentoring system in secondary education

Risdiyanto Risdiyanto; Asep Herry Hernawan; Riche Cynthia Johan; Fajar Ahmad Fadlilah

doi:10.64014/jik.v23i2.269

A comparative analysis of the student mentoring system in secondary education

Risdiyanto ^{Universitas Pendidikan Indonesia,} , Asep Herry Hernawan ^{Universitas Pendidikan Indonesia,} , Riche Cynthia Johan ^{Universitas Pendidikan Indonesia,} , Fajar Ahmad Fadlilah ^{Universitas Pendidikan Indonesia,} ,

29 May 2026 · Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026 · Articles

Downloads

Download PDF (English)

Abstract

Integrating student mentoring systems across academic and non-academic aspects has become a crucial component of modern education systems worldwide. The recently implemented Homeroom Teacher policy in Indonesia underscores the urgency of input and understanding of systematic mentoring models from various countries. This study aims to analyze the design of mentoring systems in ten developed countries, including identifying basic structures, mapping roles, implementing mechanisms, and synthesizing adaptable principles. Using a Systematic Literature Review (SLR) method based on the PRISMA procedure, this study analyzes indexed empirical articles, policy documents, and implementation reports published between 2015 and 2025 from ten developed countries: Singapore, Japan, South Korea, China, Finland, Germany, the Netherlands, the United Kingdom, the United States, and Australia. The study reveals that while there are variations in mentor roles, student progress monitoring methods, and academic-non-academic integration, effective mentoring systems consistently feature the assignment of a specific mentor to each student, scheduled mentoring meetings, and a structured mentoring plan. Excellent programs require mandatory training for mentors and policy support from institutions/schools or the government. These findings contribute to conceptual understanding and practical implications for designing a structured and sustainable mentoring system for secondary school students.

Abstrak

Integrasi sistem pendampingan murid dalam aspek akademik dan non-akademik telah menjadi komponen penting dalam sistem pendidikan modern di seluruh dunia. Kebijakan tentang Homeroom teacher yang baru diimplementasikan di Indonesia menegaskan urgensi masukan dan pemahaman tentang model mentoring yang sistematis dari berbagai negara. Penelitian ini bertujuan untuk menganalisis desain sistem mentoring di sepuluh negara maju yang meliputi identifikasi struktur dasar, pemetaan peran, mekanisme implementasi, dan sintesis prinsip-prinsip yang dapat diadaptasi. Melalui metode Systematic Literature Review (SLR) yang mengacu pada prosedur PRISMA, penelitian ini menganalisis artikel empiris terindeks, dokumen kebijakan, dan laporan implementasi yang diterbitkan antara tahun 2015 dan 2025 dari sepuluh negara maju, yaitu Singapura, Jepang, Korea Selatan, Tiongkok, Finlandia, Jerman, Belanda, Inggris Raya, Amerika Serikat, dan Australia. Hasil kajian menunjukkan bahwa meskipun terdapat variasi dalam peran mentor, metode pemantauan perkembangan murid, dan integrasi akademik-non akademik, sistem mentoring yang efektif secara konsisten memiliki ciri-ciri berupa penugasan mentor khusus untuk setiap murid, pertemuan mentoring yang terjadwal, serta rencana mentoring yang terstruktur. Program yang unggul mensyaratkan pelatihan wajib bagi mentor serta dukungan kebijakan dari institusi/sekolah atau pemerintah. Temuan ini berkontribusi dalam memberikan pemahaman konsep dan implikasi praktis dalam merancang kerangka sistem mentoring murid sekolah menengah yang terstruktur dan berkelanjutan.

Kata Kunci: analisis komparatif; homeroom teacher; pendidikan menengah; sistem mentoring murid

Keywords : comparative analysis , homeroom teacher , secondary education , student mentoring systems

References

Astuti, A. D., & Rozikin, A. Z. (2024). The role of self-regulated learning in strengthening students' independent learning character: literature review. English Language in Focus (ELIF), 7(1), 1-10.

Blake, S., & Gorrara, C. (2019). Evaluating student mentoring as an intervention to support modern foreign language learning in secondary schools in Wales. Cylchgrawn Addysg Cymru / Wales Journal of Education, 21(1), 24-45.

Branje, S. (2022). Adolescent identity development in context. Current Opinion in Psychology, 45(1), 1-19.

Branje, S., de Moor, E. L., Spitzer, J., & Becht, A. I. (2021). Dynamics of identity development in adolescence: a decade in review. Journal of Research on Adolescence, 31(4), 908-927.

Burrows, A., & O’Leary, N. (2019). Factors influencing a secondary school physical education teacher’s role as a pastoral head of year. Pastoral Care in Education, 37(4), 316-330.

Caleon, I. S., Tan, J. P. L., Wui, M. G. L., Leen, C. C., & King, R. B. (2016). Academically at-risk adolescents in Singapore: the importance of teacher support in promoting academic engagement. The Psychology of Asian Learners: A Festschrift in Honor of David Watkins, 1(1), 519-540.

Carroll, G., Park, S., Chalfant, L., & Hall, A. J. F. (2025). Do epistemic beliefs matter for mentoring? Investigating mentor teachers’ perceptions and approaches to supporting model-based science teaching. Teaching and Teacher Education, 167(1), 1-13.

Chen, X. H., Bailey, R. P., Xie, H. B., & Samsudin, N. (2025). Teacher-student relationships and academic grades in Chinese high schools: the roles of perceived teaching quality and students’ mental health symptoms. BMC psychology, 13(1), 1-13.

Cooper, M., Stafford, M. R., Saxon, D., Beecham, J., Bonin, E. M., Barkham, M., Bower, P., Cromarty, K., Duncan, C., Pearce, P., Rameswari, T., & Ryan, G. (2021). Humanistic counselling plus pastoral care as usual versus pastoral care as usual for the treatment of psychological distress in adolescents in UK state schools (ETHOS): a randomised controlled trial. The Lancet Child and Adolescent Health, 5(3), 178-189.

Delroy, A. (2025). The re-making of pastoral care through Student Management Systems (SMS) in queensland independent secondary schools. (PhD thesis, Queensland University of Technology).

Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533.

DuBois, D. L., & Silverthorn, N. (2005). Natural mentoring relationships and adolescent health: evidence from a national study. American Journal of Public Health, 95(3), 518-524.

Florescu, D. M., & Ciolan, L. E. (2024). The benefits of a mentoring program for early education teachers. Edulearn24 Proceedings, 1(1), 3386-3391.

Gambone, M. (2024). The advisory program: a space for nurturing student-teacher relationships to strengthen student advocacy in a progressive secondary school. International Journal of Progressive Education, 20(1), 48-62.

Gehreke, L., Schilling, H., & Kauffeld, S. (2024). Effectiveness of peer mentoring in the study entry phase: a systematic review. Review of Education, 12(1), 1-32.

Goto, I., & Yada, T. (2024). Exploring mentor teachers’ experiences and practices in Japan: formative intervention for self-directed development of novice teachers. Open Education Studies, 6(1), 1-14.

Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon-Reece, B. (2022). Effects of the SPARK teen mentoring program for high school students. Journal of Child and Family Studies, 31(7), 1982-1993.

Gregory, T., Dal Grande, E., Brushe, M., Engelhardt, D., Luddy, S., Guhn, M., Gadermann, A., Schonert-Reichl, K. A., & Brinkman, S. (2021). Associations between school readiness and student wellbeing: a six-year follow up study. Child Indicators Research, 14(1), 369-390.

Haas, E., Hudson, P., & Hudson, S. (2022). Mentoring for effective teaching-an analysis of Austrian teachers’ school-based mentoring practices. Journal of Education and Training Studies, 10(4), 130-139.

Ito, A. (2011). Enhancing school connectedness in Japan: the role of homeroom teachers. Asian Journal of Counseling, 18(2), 123-145.

Ito, A. (2011). Enhancing school connectedness in Japan: the role of homeroom teachers in establishing a positive classroom climate. Asian Journal of Counselling, 18(2), 41-62.

Kendal, S., Keeley, P., & Callery, P. (2014). Student help seeking from pastoral care in UK high schools: a qualitative study. Child and Adolescent Mental Health, 19(3), 178-184.

Kim, Y. (2016). A comparative study on the homeroom teachers’ perceptions of the school guidance in Korea and Finland. (Master Thesis, University of Turku).

Kuhn, C., Hagenauer, G., & Gröschner, A. (2022). “Because you always learn something new yourself!” an expectancy-value-theory perspective on mentor teachers' initial motivations. Teaching and Teacher Education, 113(1), 1-12.

Kuhn, C., Hagenauer, G., Gröschner, A., & Bach, A. (2024). Mentor teachers’ motivations and implications for mentoring style and enthusiasm. Teaching and Teacher Education, 139(1), 1-11.

Larsen, E., Nguyen, H. T., Curtis, E., & Loughland, T. (2023). It's a question of balance: reconsidering learning partnerships through genuine teacher mentoring conversations. Teaching and Teacher Education, 133(1), 1-9.

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128-1142.

Marino, C., Santinello, M., Lenzi, M., Santoro, P., Bergamin, M., Gaboardi, M., Calcagnì, A., Altoè, G., & Perkins, D. D. (2020). Can mentoring promote self-esteem and school connectedness? An evaluation of the mentor-up project. Psychosocial Intervention, 29(1), 1-8.

Panadero, E. (2017). A review of self-regulated learning: six models and four directions for research. Frontiers in Psychology, 8(1), 1-28.

Puslednik, L., & Brennan, P. C. (2025). The transformative impact of a novel research-mentoring program on rural high-ability students’ scientific and socio-emotional development. Gifted Child Quarterly, 70(2), 169-193.

Rabin, C. (2021). Care ethics in online teaching. Studying Teacher Education, 17(1), 38-56.

Raposa, E. B., Rhodes, J., Stams, G. J. J. M., Card, N., Burton, S., Schwartz, S., Sykes, L. A. Y., Kanchewa, S., Kupersmidt, J., & Hussain, S. (2019). The effects of youth mentoring programs: a meta-analysis of outcome studies. Journal of Youth and Adolescence, 48(3), 423-443.

Resnjanskij, S., Ruhose, J., Wiederhold, S., Woessmann, L., & Wedel, K. (2024). Can mentoring alleviate family disadvantage in adolescence? A field experiment to improve labor market prospects. Journal of Political Economy, 132(3), 1013-1062.

Schenk, L., Sentse, M., Lenkens, M., Nagelhout, G. E., Engbersen, G., & Severiens, S. (2020). An examination of the role of mentees’ social skills and relationship quality in a school-based mentoring program. American Journal of Community Psychology, 65(1), 149-159.

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60(1), 1-10.

Shahzadi, N., & Afzal, M. T. (2024). Relationship between mentoring of English language public secondary school teachers and their classroom practices in Punjab. Pakistan Journal of Society, Education and Language (PJSEL), 10(2), 203-212.

Sheeba, L., & Selvanayaki, M. (2021). Online student mentoring system. Turkish Journal of Computer and Mathematics Education, 12(14), 1319-1324.

Silva, N. V., & Rojas, C. C. (2024). Care practices and care ethics at school and in teaching during COVID-19 pandemic. Teaching and Teacher Education, 141(6), 1-12.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171.

Topliss, J., & Leber, N. (2024). An exploration of contemporary pastoral care practices used by teachers and leaders in Australian Catholic schools and their connection to Catholic identity. International Studies in Catholic Education, 16(2), 190-207.

Wang, T., & Yang, D. (2021). Do homeroom teachers affect students’ academic achievement in China’s middle schools?. Applied Economics Letters, 28(4), 329-333.

Yamamura, E., Managi, S., & Tsutsui, Y. (2019). Male pupils taught by female homeroom teachers show a higher preference for Corporate Social Responsibility in adulthood. Journal of the Japanese and International Economies, 54(1), 1-12.

Ye, W., Zhu, L., & Ye, W. (2021). Motivation and morality to manage a class: perceptions of homeroom teachers in China’s Tianjin city. Educational Studies, 49(2), 418-436.

Zhou, P., Zhou, Y., Li, T., Zhao, R., & Sun, W. (2024). How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands-resources model. Psychology in the Schools, 61(12), 4809-4830.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory Into Practice, 41(2), 64-70.