Hasil Pencarian  ::  Simpan CSV :: Kembali

"Guru sekolah inklusif lebih rentan mengalami stres terkait pekerjaan, yang dapat menyebabkan kelelahan pada guru. Kelelahan tidak hanya berdampak negatif pada kinerja guru, tetapi juga prestasi akademik dan sosial siswa. Studi populasi lain menganjurkan welas asih untuk mencegah kelelahan. Studi ini menguji korelasi antara welas asih dan kelelahan pada guru sekolah dasar (SD) inklusif menggunakan Skala Welas Asih (SCS; Neff, 2003) dan Survei Maslach Burnout Inventory-Educators (MBI-ES; Maslach, Jackson, & Leiter, 1996). ). Pesertanya adalah guru kelas dan guru pendamping khusus (N = 170) di sekolah dasar inklusi di Jakarta Selatan, Bogor, Depok, dan Cimahi. Sesuai dengan hipotesis, skor belas kasihan diri memiliki hubungan yang signifikan dengan dimensi burnout yaitu hubungan negatif dengan kelelahan emosional dan depersonalisasi, serta hubungan positif dengan prestasi pribadi. Hasil penelitian ini didukung oleh hubungan antara dimensi welas asih dengan dimensi burnout. Temuan menunjukkan bahwa belas kasihan dapat melindungi diri dari kelelahan pada guru sekolah dasar inklusif. Batasan penelitian ini dan saran untuk penelitian selanjutnya dibahas lebih lanjut.

---

Inclusive school teachers are more prone to experience work-related stress, which can lead to teacher fatigue. Fatigue not only negatively impacts teacher performance, but also student academic and social performance. Another population study advocates compassion for preventing fatigue. This study examined the correlation between compassion and fatigue in inclusive primary (SD) teachers using the Compassion Scale (SCS; Neff, 2003) and the Maslach Burnout Inventory-Educators Survey (MBI-ES; Maslach, Jackson, & Leiter, 1996). ). The participants were classroom teachers and special companion teachers (N = 170) in inclusive elementary schools in South Jakarta, Bogor, Depok, and Cimahi. In accordance with the hypothesis, self-compassion scores have a significant relationship with the burnout dimension, namely a negative relationship with emotional exhaustion and depersonalization, and a positive relationship with personal achievement. The results of this study are supported by the relationship between the compassionate dimension and the burnout dimension. The findings suggest that compassion can protect against burnout in inclusive primary school teachers. The limitations of this study and suggestions for future research are discussed further."

"Pelaksanaan pendidikan inklusif di Indonesia masih mengalami masalah seperti rendahnya komitmen guru. Strategi guru sekolah inklusif mengatasi kesulitan dan menghadapi tantangan bisa jadi menentukan keputusan untuk tetap bekerja sebagai guru. Self-compassion merupakan salah satu cara individu untuk menghadapi pengalaman buruk. Penelitian ini menguji hubungan antara komitmen profesi dengan self-compassion guru SD inklusif. Komitmen profesi pada guru diukur dengan Organizational Commitment Questionnaire (OCQ) dari Ingarianti (2015) yang disesuaikan dengan teori komitmen profesi yang digunakan. Teori komitmen profesi merujuk pada Coladarci (1992) dengan penyesuaian aspek-aspek komitmen dari Mowday et al. (1979). Self-compassion diukur dengan Self-Compassion Scale (SCS) dari Neff (2003). Hasil analisis korelasi Pearson membuktikan terdapat hubungan positif yang signifikan antara komitmen profesi dengan self-compassion [r(158) = 0,576, p < 0,05]. Tidak ditemukan hubungan antara komitmen profesi dengan jenis kelamin ataupun pengalaman mengajar guru SD inklusif.

---

The implementation of inclusive education in Indonesia still encounters problems such as teachers’ low commitment. Inclusive school teachers’ strategies for dealing with difficulties and facing challenges may determine the decision to continue working as a teacher. Self-compassion is one of the ways for an individual to deal with rough experiences. This study examined the relationship between the professional commitment and self-compassion of inclusive elementary school teachers. Teachers' professional commitment is measured by Organizational Commitment Questionnaire (OCQ) from Ingarianti (2015) which adapted to the theory of professional commitment used in this research. This theory refers to the professional commitment theory from Coladarci (1992) with adjustments to the aspects of organizational commitment theory from Mowday et al. (1979). Self-compassion is measured by the Self-Compassion Scale (SCS) from Neff (2003). The results of Pearson correlation analysis proved that there was a significant positive relationship between professional commitment and self-compassion [r(158) = 0.576, p <0.05]. No relationship was found between professional commitment and gender or teaching experience of inclusive elementary school teachers."

"Guru di sekolah dasar (SD) inklusif menghadapi beragam tantangan yang dapat berdampak pada penurunan performa guru dalam mengajar, termasuk perilaku mengembangkan kreativitas pada siswa. Penelitian ini bertujuan untuk mengetahui hubungan antara self-compassion guru SD inklusif dengan creativity fostering teacher behavior (CFTB). Penelitian yang melibatkan 143 partisipan guru ini menggunakan alat ukur CFTIndex untuk mengukur CFTB dan SWD untuk mengukur self-compassion . Hasil penelitian menggunakan Spearman’s rho menunjukkan ada hubungan yang signifikan antara self-compassion dan CFTB pada guru SD inklusif. Di sisi lain, dimensi self-kindness, self-judgment, common humanity, mindfulness , dan overidentification berhubungan secara signifikan dengan CFTB. Namun, hubungan yang tidak signifikan ditemukan pada dimensi isolation dan CFTB. Implikasi hasil penelitian ini adalah dapat menjadi pijakan bagi penelitian selanjutnya yang serupa dan meningkatkan kesadaran bagi pihak sekolah serta guru SD inklusif akan pentingnya self-compassion dalam pelaksanaan CFTB.

---

Playing the role of a teacher in an inclusive elementary school does not rule out the possibility of facing challenges that can impact teacher performance in teaching, including fostering student’s creativity. This study aims to determine the relationship between self-compassion and creativity fostering teacher behavior (CFTB) in inclusive elementary school teachers. This study involved 143 participating class teachers and subject teachers at inclusive primary schools with at least 1 year of teaching experience. The instruments used are CFTIndex to measure CFTB  and SWD to measure self-compassion. The results of the study using Spearman's rho showed that there was a significant relationship between self-compassion and CFTB in inclusive elementary school teachers. In addition, the dimensions of self-kindness, self-judgment, common humanity, mindfulness, and overidentification are significantly related to CFTB. However, no significant relationship was found in the dimension of isolation and CFTB. The implication of the results of this study is that it can become a basis for further similar research and increase awareness for schools and inclusive elementary school teachers of the importance of self-compassion in the implementation of CFTB."

"Guru di sekolah inklusif menghadapi berbagai tantangan. Tantangan tersebut antara lain adaptasi kurikulum, pembelajaran siswa berkebutuhan khusus dan siswa reguler di kelas yang sama, perilaku siswa berkebutuhan khusus yang kurang tepat, dan persepsi rendahnya kompetensi guru menangani siswa berkebutuhan khusus. Oleh karena itu, diperlukan harapan agar guru dapat berperan penting dalam pendidikan inklusif meski menghadapi berbagai kendala. Penelitian ini bertujuan untuk menguji hubungan antara welas asih dan harapan pada guru sekolah inklusif. Partisipan penelitian adalah 162 guru sekolah dasar inklusif. Adult Hope Scale (AHS) dan Self-Compassion Scale (SCS) digunakan sebagai alat ukur dalam penelitian ini. Hasil penelitian ini menemukan bahwa ada hubungan positif yang signifikan antara cinta diri dengan harapan. Hubungan ini dapat terjadi karena dukungan batiniah, rasa percaya diri, sikap diri yang positif, dan meningkatnya persepsi kompetensi yang ditimbulkan oleh rasa welas asih memudahkan individu untuk memiliki harapan yang lebih baik.

---

Teachers in inclusive schools face various challenges. The challenges include curriculum adaptation, learning of students with special needs and regular students in the same class, behavior of students with special needs that are not suitable, and perceptions of the teacher's low competence to deal with students with special needs. Therefore, hope is needed by teachers to play an important role in inclusive education, despite their facing various obstacles. This research aimed to identify a relationship between self-compassion and hope among inclusive school teachers. Research participants were 162 elementary inclusive schools. Adult Hope Scale (AHS) and the Self-Compassion Scale (SCS) were used as an instrument in this research. The research showed that there was a significant positive relationship between self-compassion and hope. This relationship can occur because of inner support, self-confidence, positive self-attitude, and increased perceptions of competency generated by self-compassion someone has a better hope."

"Penelitian sebelumnya menunjukkan growth mindset merupakan karakteristik yang esensial untuk dimiliki guru agar dapat membantunya menjadi seorang guru pembelajar seumur hidup, yang berorientasi kepada murid, dan mampu menumbuhkan budaya pembelajaran. Lebih lanjut, penelitian sebelumnya menunjukkan karakteristik yang dimiliki oleh seseorang dengan growth mindset juga ditemukan pada seseorang yang menerapkan self compassion. Tujuan dari penelitian ini adalah menguji hubungan antara self compassion dan growth mindset pada guru sekolah dasar. Partisipan penelitian merupakan guru sekolah dasar (N = 236) yang berasal dari 13 provinsi di Indonesia. Alat ukur yang digunakan adalah Self Compassion Scale dan General Implicit Theories of Intelligence Scale. Analisis korelasi Spearman menunjukkan self compassion dan growth mindset berkorelasi positif. Hasil penelitian juga menunjukkan seluruh dimensi self compassion berkorelasi signifikan dengan growth mindset. Temuan penelitian mengindikasikan self compassion dan growth mindset merupakan karakteristik yang saling menunjang dan dapat bermanfaat bagi guru dalam menjalankan perannya. Limitasi penelitian dan saran untuk penelitian selanjutnya juga didiskusikan.

---

Past studies have shown that growth mindset is an essential characteristic for teachers in order to drive them to be a lifelong learner, who focuses on students, and be able to foster a learning culture. Furthermore, past studies suggest that characteristics possessed by someone with a growth mindset are also found in someone who applies self compassion. The purpose of this study was to examine the correlation of self compassion and growth mindset among elementary school teachers. The participants consisted of 236 elementary school teachers from 13 provinces in Indonesia. The instruments used in the current study were the Self Compassion Scale (SCS), and the General Implicit Theories of Intelligence Scale General ITIS. A Spearman correlation analysis revealed selfcompassion has a positive relationship with growth mindset. Results also revealed that all dimensions of selfcompassion and growth mindset were significantly correlated. Findings indicated that self compassion and growth mindset might mutually be beneficial for teachers in doing their roles. Limitations and recommendations for future research are discussed."

"Topik kesejahteraan pada guru menjadi pembahasan yang terus bergulir dari tahun ke tahun. Hingga saat ini, guru masih dianggap sebagai salah satu profesi dengan tingkat stres yang cukup tinggi, tak terkecuali guru di sekolah dasar yang tugasnya lebih menantang dibandingkan guru di jenjang pendidikan lain. Padahal, stres pada guru dapat memengaruhi berbagai aspek, bukan hanya terhadap proses belajar siswa, melainkan juga pemenuhan kebutuhan personal guru itu sendiri. Oleh karena itu, penting bagi guru untuk memiliki teacher subjective well-being yang baik. Salah satu faktor yang diduga dapat memengaruhi teacher subjective well-being adalah self-compassion. Penelitian ini hadir untuk mengeksplorasi hubungan antara self-compassion dan teacher subjective well-being pada guru sekolah dasar dengan menggunakan Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) dan Self-Compassion Scale (SCS-LF; Neff, 2003a). Melalui 224 partisipan yang mengikuti penelitian ini, ditemukan korelasi positif yang signifikan antara self-compassion dengan teacher subjective well-being (r = 0,389, p < 0,01). Dalam hal ini, komponen-komponen positif dalam self-compassion mampu membantu guru sekolah dasar memaknai perannya lebih dalam sehingga teacher subjective well-being pada guru meningkat.

---

The topic of teacher well-being is commonly discussed over time. Up to this day, teacher is still mainly named as one of the most stressful job, not to mention elementary school teachers whose demands are more challenging than other secondary teachers. This topic is appealing since teacher’s stress influences some aspects, not only student’s learning process, but also teacher’s journey on personal growth. Therefore, it is important for teacher to maintain a good level of teacher subjective well-being. One of the factors expected to be affecting teacher subjective well-being is self-compassion. This study aimed to explore the correlation between self-compassion and teacher subjective well-being among elementary school teachers using Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) and Self-Compassion Scale (SCS-LF; Neff, 2003a). Through the participation of 224 elementary school teachers, a positive, significant correlation is found between self-compassion and teacher subjective well-being (r = 0,389, p < 0,01). In this case, the positive components of self-compassion can help elementary school teachers grasp the meaning of their own role, thus increasing their teacher subjective well-being."

"Penerapan pendidikan inklusif di Kabupaten Bandung yang baru diresmikan sejak tahun 2012 menuntut adaptasi guru dalam mengajar siswa dengan berbagai kebutuhan. Hal itu meningkatkan kemungkinan munculnya burnout akibat kelebihan beban kerja dan terbatasnya waktu kerja. Dukungan sosial diketahui mampu menjadi penengah antara stres dan burnout dengan mengurangi dampak stres sehingga tidak memunculkan burnout. Dukungan sosial dapat tersedia dalam enam bentuk, yaitu attachment, guidance, opportunity for nurturance, reassurance of worth, reliable alliance, dan social integration.Penelitian ini melibatkan 106 responden guru sekolah dasar inklusif di Kabupaten Bandung. Hasil yang didapat menunjukkan bahwa terdapat hubungan yang signifikan antara keenam bentuk dukungan sosial dengan dimensi emotional exhaustion dari burnout dengan nilai korelasi r= -0.204 ─ -0.347. Selain itu, bentuk attachment berhubungan signifikan dengan dimensi depersonalization, serta bentuk social integration berhubungan signifikan dengan dimensi personal accomplishment.

---

Implementation of inclusive education in Kabupaten Bandung, which was inaugurated since 2012 requires the adaptation of teachers in teaching students with various needs. This increases the likelihood of burnout due to work overload and limited working time. Social support is known to be a moderator between stress and burnout by reducing the effects of stress so it does not bring up the burnout. Social support could be available in six forms, that?s are attachment, guidance, opportunity for nurturance, reassurance of worth, reliable alliance, and social integration.This research involved 106 respondents inclusive elementary school teacher in Kabupaten Bandung. The results showed that there is a significant relationship between the six forms of social support and emotional exhaustion dimension of burnout with a correlation value r = -0204 ─ -0347. In addition, attachment significantly correlated with depersonalization dimension, and social integration significantly correlated with personal accomplishment dimension."

"Adanya perubahan sistem pendidikan menjadi inklusif, menuntut guru untuk mengajar siswa dengan berbagai kebutuhan. Perubahan tersebut memungkinkan munculnya burnout karena kelebihan beban kerja, perubahan tugas guru, dan sarana dan prasarana tidak mendukung. Bila kondisi ini dibiarkan maka akan mengganggu proses school adjustment khususnya anak berkebutuhan khusus yang berada di kelas 1 dan kelas 2 karena mereka membutuhkan hubungan yang baik dengan guru. Penelitian ini hanya akan meminta guru memberikan penilaian terhadap kondisi burnout yang dialaminya, maupun memberikan rating school adjustment terhadap anak berkebutuhan khusus secara umum. penelitian ini melibatkan 46 responden guru sekolah dasar inklusif di wilayah Jakarta Timur, Jakarta Selatan dan Depok. Hasil yang didapat menunjukkan bahwa terdapat hubungan yang signifikan antara ketiga dimensi burnout dengan perceived school adjustment dengan nilai korelasi r= -0.296 hingga -0.388.

---

Change in the education system to be inclusive, requires teacher to teach students with various needs. The change are likely to lead burnout due to work overload, changes in the teacher assignments, and then facilities and infrastructure does not support. If this condition is left it will interfere with the process of school adjustment children especially childen with special needs who are in grade 1 and grade 2 because they need a good relationship with teacher. This research only ask the teacher gives an assessment of the conditions they experienced burnout, as well as providing rating of school adjustment children with special need in general. This study involved 46 respondents inclusive primary school teacher in East Jakarta, South Jakarta, and Depok. The result indicate t there is a significan relationship between three dimensions of burnout with perceived school adjustment. Value of correlation two variabels are 0.296 to -0.388"

"Tuntutan perkuliahan yang tinggi terutama dalam konteks pembelajaran daring dapatmenyebabkan academic burnout pada mahasiswa. Academic burnout dapat berdampakpada kesejahteraan psikologis dan kelancaran perkuliahan mahasiswa, sehingga selfcompassiondiprediksi dapat menjadi strategi coping yang efektif. Penelitian ini mengujihubungan antara self-compassion dan academic burnout pada mahasiswa programsarjana, dengan menggunakan Self-Compassion Scale versi adaptasi bahasa Indonesia(Sugianto dkk., 2020) dan Oldenburg Burnout Inventory Student Version (Reis dkk.,2015). Partisipan berasal dari Universitas Indonesia, Institut Teknologi Bandung, danUniversitas Gadjah Mada (N=291). Hasil penelitian mendukung hipotesis penelitian ini.Ditemukan bahwa self-compassion memiliki hubungan negatif yang signifikan denganacademic burnout (r = -0,43, p <0,01). Artinya, mahasiswa yang memiliki selfcompassionyang tinggi, akan memiliki kecenderungan yang rendah untuk mengalamiacademic burnout. Mahasiswa pada penelitian ini termasuk pada kategori kelompok yangburnout (M=2,79, SD=0,45), dimana metode pembelajaran daring berperan pada haltersebut.

---

High study demands at college especially in online learning can make an impact on

academic burnout for the students. Academic burnout can affect the psychological wellbeing

and the smoothness journey of student's college life, thus self-compassion is

predicted to be the effective coping strategies for them. This study examines the

relationship between self-compassion and academic burnout in undergraduate students,

using Self-Compassion Scale Indonesian adaptation version (Sugianto et al., 2020) and

Oldenburg Burnout Inventory Student Version (Reis et al., 2015). The participants were

from Universitas Indonesia, Institut Teknologi Bandung, and Universitas Gadjah Mada

(N=291). The result of this study supports the hypothesis of this study. Namely, selfcompassion

has the negatively significant relationship with academic burnout (r = -0,43,

p <0,01). That means, student who have high self-compassion, would likely have a low

tendency of academic burnout. The students in this study is categorized in burnout group

(M=2,79, SD=0,45), whereas online learning method could take a role in this."

"Skripsi ini membahas mengenai hubungan antara sumber dukungan sosial dan dimensi burnout pada guru Sekolah Dasar inklusif serta mengetahui ada atau tidaknya perbedaan pada dimensi burnout jika dilihat berdasarkan demografis guru yaitu jenis kelamin, usia, status pernikahan, dan pengalaman kerja. Responden penelitian ini adalah 104 guru Sekolah Dasar inklusif di Kabupaten Bandung yang diberikan dua alat ukur yaitu Maslach Burnout Inventory, dan Sources of Social Support Questionnaires. Analisis data yang digunakan adalah Pearson correlation coefficients, dan ANOVA.Hasil menunjukkan bahwa terdapat hubungan negatif yang signifikan antara sumber dukungan sosial dari kepala sekolah dan dimensi kelelahan emosi pada burnout. Hal ini berarti semakin tinggi dukungan kepala sekolah yang diterima oleh guru semakin rendah guru mengalami kelelahan emosi. Juga, terdapat hubungan positif yang signifikan antara sumber dukungan sosial dari rekan kerja, pasangan, dan dimensi pencapaian personal pada burnout. Akan tetapi, tidak ditemukan adanya perbedaan yang signifikan pada burnout jika dilihat dari jenis kelamin, usia, status pernikahan, dan pengalaman kerja.

---

The focus of this study is about relationships between sources of social support and burnout dimensions among teachers of an inclusive primary school and to know the differences between demographic factors such as sex, age, marital status, work experience, on burnout dimensions. Participants were 104 teachers of Inclusive Primary Schools in Kabupaten Bandung were given the Maslach Burnout Inventory and Sources of Social Support Questionnaires. Pearson correlation coefficients, and ANOVA, were used for data analysis.Result showed significant negative relationships between principal support and emotional exhaustion dimension. That means the higher principal support received by teacher, the less emotional exhaustion the teacher experienced. Also, there is significant positive relationship between colleagues support, spouses support, and personal accomplishment dimension. However, no relationships were found between dimensions of burnout and sex, age, marital status, and work experience."