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"Pendidikan inklusif di tingkat sekolah dasar merupakan salah satu usaha untuk mendukung pendidikan formal yang merata bagi setiap anak. Namun, pada implementasinya tidak terlepas dari berbagai tantangan, sehingga penting bagi guru untuk memiliki karakter yang bersemangat dan berkomitmen terhadap pekerjaannya dalam jangka panjang terlepas dari tantangan yang dihadapi melalui kegigihan. Penelitian ini merupakan penelitian kuantitatif untuk mengetahui hubungan antar variabel yang melibatkan 111 partisipan. Karakteristik partisipan dalam penelitian ini terdiri dari: guru aktif di tingkat sekolah dasar (SD) atau madrasah ibtidaiyah (MI) inklusif, pernah atau sedang mengajar minimal 1 anak berkebutuhan khusus (ABK) di dalam kelas, berdomisili di Indonesia, dan telah mengajar selama minimal 1 semester (6 bulan). Dalam penelitian ini, peneliti menggunakan alat ukur 12-Item Grit Scale (Duckworth dkk., 2007) dan alat ukur Teachers’ Subjective Well-being Questionnaire bahasa Indonesia (Saleh, dkk., n.d). Hasil uji korelasi menggunakan Spearman correlation menemukan bahwa kegigihan dan kesejahteraan subjektif guru memiliki korelasi positif yang signifikan dengan r=0.41**, p<0,01. Hasil penelitian juga menemukan bahwa komponen dalam kegigihan, yaitu: consistency of interest dan perseverance of effort memiliki korelasi positif dan signifikan dengan kesejahteraan subjektif guru di sekolah dasar (SD) inklusif.

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Inclusive education at the primary school is one of the efforts to support equality in formal education for every child. However, the implementation cannot be separated from various challenges, such as: increasing teacher assignments, stress due to the diversity of students in the classroom, and lack of competence to deal with special education needs students which can affect the level of teachers' subjective well-being. To face it, teachers need to have passion and consistent character towards their work in the long term regardless of the challenges through grit. This study is a quantitative study to determine the relationship between variables involving 111 participants. The characteristics of the participants in this study consisted of: teachers at the primary inclusive school or madrasah ibtidaiyah (MI), had or was teaching at least 1 special education needs student in the classroom, domiciled in Indonesia, and being a teacher for at least 1 semester (6 months). In this study, researcher used 12-item Grit Scale (Duckworth, et.al., 2007) and Teachers’ Subjective Well-being Questionnaire Indonesian Version (Saleh, et.al, n.d). The results of Spearman correlation found that grit and teachers' subjective well-being had a significant positive correlation with r=0.41**, p<0.01. This research also finds positive correlation between components of grit (consistency of interest and perseverance of effort with teachers’ subjective well-being on inclusive primary school’s teachers."

"Guru di sekolah dasar inklusif menanggung banyak tugas dan peran yang harus dikerjakan secara bersamaan dalam satu waktu. Banyaknya tantangan serta masalah yang dihadapi guru ketika menjalankan berbagai tugas di sekolah membuat guru lelah dan stres. Penelitian ini bertujuan untuk mengetahui hubungan antara resiliensi dan kesejahteraan subjektif pada guru di sekolah inklusif. Penelitian ini dilakukan pada 111 guru dengan kriteria aktif bekerja di sekolah dasar dan madrasah ibtidaiyah inklusif, pernah atau sedang mengajar minimal satu siswa ABK, dan berdomisili di Indonesia. Resiliensi diukur dengan menggunakan CD-RISC yang telah diadaptasi ke dalam Bahasa Indonesia oleh Listiyandini dan Akmal (2015). Sedangkan kesejahteraan subjektif pada guru diukur dengan menggunakan TSWQ yang juga sudah diadaptasi ke dalam Bahasa Indonesia oleh Saleh, Safitri, Kurniawati, dan Salim (n.d). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara resiliensi dan kesejahteraan subjektif pada guru di sekolah dasar inklusif (r = 0,667, p < 0,01). Dapat disimpulkan bahwa resiliensi berhubungan secara positif dengan kesejahteraan subjektif pada guru di sekolah dasar inklusif.

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Teachers in inclusive primary schools carry out many tasks and roles that must be carried out simultaneously at one time. The many challenges and problems faced by teachers when carrying out various tasks at school make teachers tired and stressed. This study aims to determine the relationship between resilience and the teachers subjective well-being in inclusive schools. This research was conducted on 111 teachers with the criteria of being actively working in inclusive elementary schools and Islamic elementary schools, having teaching experience of at least one student with special needs, and domiciled in Indonesia. Resilience was measured using CD-RISC which was adapted into Indonesian by Listiyandini and Akmal (2015). Meanwhile, the teachers subjective well-being is measured using the TSWQ which has also been adapted into Indonesian by Saleh, Safitri, Kurniawati, and Salim (n.d). The results showed that there was a significant positive relationship between resilience and the subjective well-being of teachers in inclusive primary schools (r = 0.667, p < 0.01). It can be concluded that resilience is positively related to teachers subjective well-being in inclusive primary schools."

"Penyesuian keadaan seperti tantangan, tugas guru yang lebih tinggi dan peran guru di sekolah dasar inklusif dapat menjadi penyebab stres. Stres yang tinggi akan menurunkan tingkat kesejahteraan subjektif guru atau TSWB. Untuk meminimalisir stres tersebut membutuhkan coping. Penelitian ini dilakukan untuk melihat hubungan antara coping dengan TSWB di sekolah dasar inklusif. Penelitian ini dilakukan pada 76 guru sekolah dasar inklusif. Hasil perhitungan pearson correlation menunjukan bahwa terdapat hubungan positif yang signifikan antara emotion-focused coping (r = 0,610, p<0,01) , problem-focused coping (r = 0,530, p<0,01) dan avoidant coping (r = 0,469, p<0,01) dengan TSWB di sekolah dasar inklusif. Dapat disimpulkan bahwa emotion-focused coping, problem-focused coping, dan avoidant coping berhubungan secara positif dengan TSWB di sekolah dasar inklusif.

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Adjustment of circumstances such as challenges, higher teacher duties and the role of teachers in inclusive primary schools can be a cause of stress. High stress will reduce the level of subjective well-being of teachers or TSWB. To minimize this stress requires coping. This study was conducted to examine the relationship between coping and TSWB in inclusive elementary schools. This research was conducted on 76 inclusive elementary school teachers. The results of the Pearson correlation calculation show that there is a significant positive relationship between emotion-focused coping (r = 0.610, p<0.01) , problem-focused coping (r = 0.530, p<0.01) and avoidant coping (r = 0.469 , p<0.01) with TSWB in inclusive primary schools. It can be concluded that emotion-focused coping, problem-focused coping, and avoidant coping are positively related to TSWB in inclusive elementary schools."

"Guru merupakan salah satu profesi dengan tingkat stres yang tinggi. Seiring meningkatnya stres guru, kesejahteraan subjektif guru pun ikut menurun. Hal ini pun terjadi pada guru pendidikan anak usia dini (PAUD), yang perlu hadir secara emosional bahkan ketika berada dalam situasi yang kurang efektif, seperti suasana yang bising. Sementara itu, kesejahteraan subjektif guru PAUD penting untuk dijaga demi efektivitas pembelajaran. Studi terdahulu memperlihatkan bahwa regulasi emosi dapat memberikan efek protektif sehingga kesejahteraan guru dapat terjaga dalam kondisi yang menekan. Oleh sebab itu, penelitian ini pun bertujuan untuk melihat peran regulasi emosi sebagai moderator pada hubungan stres guru dan kesejahteraan guru PAUD. Penelitian ini dilakukan pada 319 guru PAUD dengan mengukur stres guru, kesejahteraan subjektif guru, serta dua strategi regulasi emosi cognitive reappraisal dan expressive suppression. Hasil penelitian dengan uji moderator menunjukkan bahwa baik strategi cognitive reappraisal maupun expressive suppression tidak berperan sebagai moderator dalam hubungan stres guru dan kesejahteraan guru PAUD. Bagaimanapun, hasil penelitian menunjukkan bahwa kedua strategi regulasi emosi dapat memprediksi kesejahteraan subjektif guru PAUD.

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Teacher is one of the professions with the high level of stress. As the teacher stress increases, the teacher subjective well-being decreases, which also happen in early childhood teachers, who have to be present emotionally even in a less effective situation, such as a noisy environment. Meanwhile, it is important to protect teacher subjective well-being as its correlation with learning effectiveness. Previous studies showed that emotion regulation can provide protective effects in order to protect teacher subjective well-being in stressful conditions. Therefore, the current study aims to examine emotion regulation as a moderator on the relationship between teacher stress and teacher subjective well-being. This research was conducted on 319 early childhood teachers by measuring teacher stress, teacher subjective well-being, as well as two emotion regulation strategies, cognitive reappraisal and expressive suppression. Moderation analysis shows that neither cognitive reappraisal nor expressive suppression have a moderation effect on the relationship between teacher stress and early childhood teacher subjective well-being. However, the result shows that both emotional regulation strategies can predict early childhood teacher subjective well-being."

"Kreativitas merupakan kemampuan penting yang dapat membantu individu dalam menjalani aktivitas sehari - hari. Dengan begitu, kemampuan ini perlu dikembangkan sedini mungkin. Pada setting pendidikan, guru merupakan individu yang memiliki peran dalam mengembangkan kemampuan kreativitas. Agar guru maksimal dalam menjalankan peran tersebut, diperlukan kesejahteraan dalam dirinya. Penelitian ini bertujuan untuk melihat hubungan antara teacher subjective well-being dan creativity fostering teacher behavior dengan guru sekolah dasar inklusif sebanyak 142 individu menjadi partisipan. Alat ukur yang digunakan dalam penelitian ini adalah adaptasi CFTIndex oleh Kurniawati dkk. (2022) dan adaptasi TSWQ oleh Saleh dkk. (nd). Hasil analisis korelasi menunjukkan bahwa ditemukan hubungan positif yang signifikan antara teacher subjective well-being dengan creativity fostering teacher behavior pada guru sekolah dasar inklusif (rs 0.363, p<0,01). Hal tersebut berarti jika teacher subjective well-being yang dialami guru meningkat, maka akan semakin baik creativity fostering teacher behavior yang dilakukan guru. Implikasi hasil penelitian ini adalah memberikan wawasan dan kesadaran bagi pihak guru, sekolah, dan pemerintah akan pentingnya teacher subjective well-being saat guru melakukan creativity fostering teacher behavior.

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Creativity is an important ability that can help individuals in carrying out their daily activities. Thus, this ability needs to be developed as early as possible. In the education setting, teachers are individuals who have a role in developing creativity abilities. In order for the teacher to carry out this role, well-being is needed in them. This study aims to look at the relationship between teacher subjective well-being and creativity fostering teacher behavior with inclusive elementary school teachers as many as 142 individuals participating. The measuring tool used in this study is the adaptation of the CFTIndex by Kurniawati et al. (2022) and the TSWQ adaptation by Saleh et al. (n.d.). The results of the correlation analysis showed that there was a significant positive relationship between teacher subjective well-being with creativity fostering teacher behavior in inclusive primary school teachers (rs 0.363, p<0.01). It means if teacher subjective well-being experienced by the teacher increases, the better creativity fostering teacher behavior that the teacher does. The implication of the results of this research is to provide insight and awareness for teachers, schools, and the government of the importance of teacher subjective well-being when the teacher does creativity fostering teacher behavior."

"Penelitian ini bertujuan untuk mengetahui hubungan antara persepsi kebebasan dalam waktu luang dengan subjective well-being pada mahasiswa Universitas Inonesia. Sampel penelitian ini adalah mahasiswa Universitas Indonesia pada program studi S1. 126 responden penelitian diminta mengisi instrumen penelitian, yaitu perceived freedom in leisure short form (Witt & Ellis, 1985), Satisfaction With Life Scale (Diener et al, 1985), dan Positive Affect ? Negative Affect Scale (Watson & Tellegen, 1985) secara online. Penelitian menemukan adanya korelasi positif antara persepsi kebebasan dalam waktu luang dan affect balance (r=-0,500, p<0,05) serta korelasi positif antara persepsi kebebasan dalam waktu luang dan kepuasan hidup (r= 0,203, p<0,05). Analisis tambahan menunjukkan bahwa terdapat data kontrol ,yakni jenis kelamin, berpengaruh terhadap hasil penelitian.

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This research aimed to find the correlation between perceived freedom in leisure and subjective well-being among students of University of Indonesia. 126 respondents were asek to fill our instruments, perceived freedom in leisure short form (Witt & Ellis, 1985), Satisfaction With Life Scale (Diener et al, 1985), dan Positive Affect ? Negative Affect Scale (Watson & Tellegen, 1985) through internet. The finding of this research is that there is a positive correlation between perceived freedom in leisure and affect balance (r=-0,500, p<0,05) and also positive correlation between perceived freedom in leisure and life satisfaction (r= 0,203, p<0,05). Additional analyses showed that gender did have influence the result of this study."

"Penelitian ini bertujuan untuk melihat perbandingan kesejahteraan subjektif berdasarkan gender antara individu yang tidak bekerja, bekerja, dan mengurus rumah tangga di Indonesia. Metode yang digunakan adalah analisis regresi logistik biner dengan menggunakan data Indonesian Family Life Survey (IFLS) tahun. Hasil penelitian menunjukkan bahwa status pekerjaan berhubungan positif signifikan dengan kesejahteraan subjektif. Individu yang bekerja dan mengurus rumah tangga memiliki kesejahteraan subjektif lebih tinggi dibandingkan mereka yang tidak bekerja. Perempuan secara keseluruhan memiliki kesejahteraan subjektif lebih tinggi dibandingkan laki-laki. Dapat disimpulkan bahwa status pekerjaan berhubungan positif dengan kesejahteraan subjektif di Indonesia dan perempuan cenderung memiliki kesejahteraan subjektif lebih tinggi dibandingkan laki-laki, baik dalam konteks pekerjaan maupun peran mengurus rumah tangga.

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This study aims to compare subjective well-being by gender among individuals who are unemployed, employed, and managing household chores in Indonesia. The method used is binary logistic regression analysis using data from the 2014 Indonesian Family Life Survey (IFLS). The results showed that employment status was significantly positively associated with subjective well-being. Individuals who are employed or doing household chores have higher subjective well-being compared to those who are unemployed. Overall, women had higher subjective well-being compared to men. It can be concluded that employment status is positively associated with subjective well-being in Indonesia, and women tend to have higher subjective well-being compared to men, both in the context of work and household roles."

"Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan antara penerimaan kelompok teman sebaya dan kesejahteraan psikologis pada remaja dari keluarga miskin kota. Kesejahteraan psikologis sendiri didefinisikan Ryff (1989) sebagai apa saja yang dibutuhkan individu untuk sehat secara psikologis dengan memenuhi enam dimensi yang ada. Sedangkan penerimaan kelompok teman sebaya didefinisikan Hurlock (1993) didefinisikan sebagai keberadaan seseorang dinilai menyenangkan dan memberikan positive reinforcement bagi sekelompok teman sebayanya. Kesejahteraan psikologis diukur menggunakan Ryff's Psychological Well-Being (1989) yang merupakan hasil adaptasi dari penelitian sebelumnya oleh Fitri (2012). Kemudian variabel penerimaan kelompok teman sebaya diukur menggunakan alat ukur Penerimaan Peer yang dibuat oleh Ningrum (2009) serta dikonstruk berdasarkan teori Asher dan William (1987). Penelitian ini dilakukan kepada 122 partisipan dan berdomisili di Jakarta, Bogor, Depok, dan Tangerang. Hasil dari penelitian ini menunjukkan bahwa terdapat hubungan positif yang signifikan antara penerimaan kelompok teman sebaya dan kesejahteraan psikologis pada remaja yang berasal dari keluarga miskin perkotaan yang berarti bahwa semakin tinggi penerimaan kelompok teman sebaya maka remaja juga cenderung memiliki kesejahterann psikologis yang tinggi.

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The objective of this study is to examine the relationship between peer group acceptance and psychological well-being among adolescents from poor urban family. Psychological well-being itself was defined by Ryff (1989) as what it means to be in good psychological health by accomplish six dimension of psychological well-being, while Hurlock (1993) defined peer group acceptance as the extent to which the presence of a person judged to be fun and provide positive reinforcement for their peer. Psychological well-being was measured using Ryff's Psychological Well-Being (1989) which was adapted from previous study by Fitri (2012). Then peer group acceptance's variable was measured with Penerimaan Peer measuring instrument by Ningrum (2009) which is constructed based on Asher and William's theory (1987). This study was conducted to 122 participants who lived in Jakarta, Bogor, Depok and Tangerang. The result of this study shows that there is a positively significant relationship between peer group acceptance and psychological well-being among adolescents from poor urban family, it means that when the peer group acceptance in adolescents are high, the psychological well being in adolescents will be high too."

"Penelitian ini bertujuan untuk melihat hubungan antara psychological well-being dan college adjustment pada mahasiswa tahun pertama Universitas Indonesia. Tahun pertama di perguruan tinggi memberikan tantangan bagi mahasiswa terutama dalam proses penyesuaian diri. Pada masa ini psychological well-being bermanfaat bagi mahasiswa dalam menghadapi tantangan tersebut. Psychological well-being penting bagi individu yang sedang mengalami masa transisi dalam kehidupan. Pengukuran psychological well-being menggunakan alat ukur Ryff's Scale of Psychological Well-Being dan pengukuran college adjustment menggunakan alat ukur Student Adaptation to College Questionnaire yang disusun oleh Baker dan Siryk. Partisipan penelitian ini berjumlah 226 mahasiswa tahun pertama Universitas Indonesia. Data penelitian kemudian diolah dengan menggunakan teknik statistik Pearson Product-Moment Correlation. Hasil penelitian menunjukkan terdapat hubungan positif yang signifikan antara psychological well-being dan college adjustment pada mahasiswa tahun pertama Universitas Indonesia (r = 0.595; p = 0.000, signifikan pada L.o.S 0.01).

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This research was conducted to find the correlation between college adjustment and psychological well-being among first-year college students of Universitas Indonesia. Psychological well-being was measured by using Ryff's Scale of Psychological Well-Being and college adjustment was measured by using the Student Adaptation to College Questionnaire by Baker and Siryk. The participants of this research were 226 first-year college students of Universitas Indonesia. Data was processed using Pearson Product-Moment Correlation technique. The main results of this research showed that psychological well-being positively correlated significantly with college adjustment (r = 0.595; p = 0.000, significant at L.o.S 0.01)."

"Selama masa pandemi Covid-19, tantangan yang dihadapi oleh guru semakin beratdengan strategi mengajar yang baru. Hal tersebut membuat guru kesulitan untukmempertahankan kesejahteraan psikologis mereka terutama guru perempuan yang mengajar di tingkat SD. Stres yang dirasakan oleh guru perempuan semakin bertambah dengan beban sebaga seorang ibu yang mengurus anak. Komunikasi antara anggota keluarga diasumsikandapat membantu guru untuk melewati masa sulit selama pandemi Covid-19. Penelitian inidilakukan untuk melihat peran pola komunikasi keluarga, baik dimensi conversation ataupun conformity, sebagai mediator dalam hubungan antara perceived social support dengan psychological well-being. Penelitian ini merupakan penelitian non-eksperimental dengan teknik pengambilan sampel convenient sampling dari guru perempuan. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara perceived social supportdengan psychological well-being baik secara langsung (β = 0.57, t(117) = 7.91, p = 0.000), maupun tidak langsung melalui pola komunikasi keluarga dimensi conversation (coefficient = 0.42, SE = 0.07, CI = 0.27 - 0.56). Di sisi lain, pola komunikasi keluarga yang mementingkan konformitas dalam berpendapat tidak berperan sebagai mediator karena tidak menunjukkan hubungan yang signifikan dengan psychological well-being (coefficient = -0.11, SE = 0.10, CI = -0.32 - 0.10, p = 0.300). Salah satu limitasi penelitian ini adalah penelitianini hanya dapat dilakukan masa pandemi akan tetapi hasil yang didapatkan mengimplikasikan bahwa dukungan sosial dari berbagai pihak sangat dibutuhkan oleh guru dalam menghadapi masa pandemi agar dapat menjadi bahagia, terlepas dari pola komunikasi di rumah. Meskipun demikian, pola komunikasi yang mementingkan kehangatan dalam berpendapat dan keterbukaan dapat menjadi salah satu bentuk dukungan sosial yang menunjang psychological well-being guru di situasi pandemi.

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During the Covid-19 pandemic, teachers are facing more challenges such as new teaching strategies. Thus, makes it difficult for teachers to maintain their psychological well-being especially female teachers who teach elementary students. Some of those female teachers have responsibilities as mothers at home. The burden of caring for children in home increasing the stress felt by these teachers. It is assumed that communication between family members can help teachers through difficult times during the Covid-19 pandemic. This

research was conducted to see whether conversation or conformity dimension within family communication pattern can act as mediator in the relationship between perceived social support and psychological well-being. This research is non-experimental study with convenient sampling technique given to female teachers. The result indicates that there is significant relationship between perceived social support and family communication pattern, either directly (β = 0.57, t(117) = 7.91, p = 0.000) or indirectly through the conversation

dimension within family communication family patterns (coefficient = 0.42, SE = 0.07, CI = 0.27 - 0.56). On the other hand, family with high conformity dimension do not act as mediator in relationship between perceived social support and psychological well-being (coefficient = -0.11, SE = 0.10, CI = -0.32 - 0.10, p = 0.300). One of the limitation of this study is this study can only be conducted in pandemic Covid-19 situation but the results obtained shows that social support from various sources is needed by teachers in order to be mentally healthy and happy regardless of communication patterns at home. However, communication patterns that emphasize warmth and openness can be one of the social

support that teachers needed in this pandemic situation."