Stres Kerja dan Strategi Coping Guru Pendamping Khusus

Anastasia, Nouf Zahrah (2019) Stres Kerja dan Strategi Coping Guru Pendamping Khusus. S2 thesis, Universitas Kristen Indonesia.

	Text (Hal_Judul_Daftar_Isi_Abstrak) HalJudulDaftarIsiAbstrak.pdf Available under License Creative Commons Attribution Non-commercial Share Alike. Download (2MB)
	Text (BAB_II) BABII.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (258kB)
	Text (BAB_III) BABIII.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (104kB)
	Text (BAB_IV) BABIV.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (914kB)
	Text (BAB_V) BABV.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (100kB)
	Text (Daftar_Pustaka) DaftarPustaka.pdf Restricted to Registered users only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (65kB)
	Text (Lampiran) Lampiran.pdf Restricted to Repository staff only Available under License Creative Commons Attribution Non-commercial Share Alike. Download (2MB)

Abstract

Profesi guru bagi anak berkebutuhan khusus yang dikenal dengan sebutan Guru Pendamping Khusus (GPK) tidak lepas dari tekanan stres. Stres dapat berdampak negatif pada kinerja, untuk itu GPK perlu mengembangkan suatu strategi coping yang efektif, agar dapat melewati stres yang dialami dan tetap memiliki kualitas kerja yang baik. Penelitian ini bertujuan mengeksplorasi peran dan tanggung jawab GPK, memahami situasi yang menimbulkan stres kerja, dan menganalisis strategi coping dalam menghadapi stres yang timbul. Peneliti menggunakan metode penelitian kualitatif dengan pendekatan fenomenologis. Peneliti menggunakan manajemen resiko sebagai alat analisis untuk memetakan peluang terjadinya stres yang menjadi nature dari profesi pengajar ABK. Mitigasi yang efektif diharapkan dapat meminimalisir dampak stres, baik untuk sumber stres yang terprediksi dan yang tidak terprediksi. Metode pengambilan sampel adalah strategi purposive sampling yang mencakup 10 guru pendidikan khusus dari 4-unit yang berbeda di Departemen Special Education Sekolah SPK Penyelenggara Pendidikan Inklusif di Jakarta Selatan. Temuan menunjukkan bahwa ada 5 sumber stres kerja yang utama, yaitu (1) kombinasi beban kerja dan tekanan waktu, (2) profil, karakteristik, atau perilaku tantrum / sulit dari siswa ABK, (3) kurangnya kompetensi GPK (pengetahuan / pengalaman / kemampuan dalam mengajar dan menghadapi ABK), (4) faktor orang tua siswa (tidak kooperatif/sulit), dan (5) hubungan interpersonal antar rekan GPK. Para GPK menggunakan berbagai strategi coping sebagai alat mitigasi dengan pendekatan problem-focused dan emotion-focused sesuai sesuai dengan kondisi yang dialami. Kata kunci: Stres Kerja, Strategi Coping, Guru Pendamping Khusus. / As any other professions, the teacher for children with special needs, known as Special Education teacher, is inseparable from stress. Stress can harm the teacher's performance therefore every Special Education teacher needs to develop an effective coping strategy to overcome the stress experienced. The research is aimed at exploring the roles and responsibilities of special education teachers, understanding the situations in which elicit occupational stress, and analyzing the coping strategies in response to stressors. The researcher uses qualitative research methods with phenomenological approach. The researcher uses risks management as an analysis tool to map out the occurance of the stressors that comes with teaching special needs students. An effective mitigation will hopefully minimize the effect of stress, both for predictable and unpredictable stressors. The sampling method was a purposive sampling strategy which included 10 Special Education teachers from 4 different units in Special Education Department at an inclusive private school in South Jakarta. The findings suggest that there are top 5 major occupational stressors, which namely are (1) combination of workload and time pressure, (2) student’s challenging behavior, which can include tantrums and meltdowns, (3) lack of competence (knowledge/experience/ability) in teaching with students with special needs, (4) difficult and uncooperative parent, and (5) interpersonal relation between colleagues. The Special Education teachers uses a variety of coping strategies as mitigation tool both with a problem-focused and emotion-focused approach in accordance with the conditions experienced. Key word: Occupational Stress, Special Education Teacher, Coping Strategies

Actions (login required)

View Item