Multitasking Guru Di Era Digital Di Sma Kristen Kesetnana Kabupaten Timor Tengah Selatan, Nusa Tenggara Timur

Kabnani, Olpi (2026) Multitasking Guru Di Era Digital Di Sma Kristen Kesetnana Kabupaten Timor Tengah Selatan, Nusa Tenggara Timur. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Era digital telah membawa perubahan yang sangat besar dalam dunia pendidikan. Guru tidak hanya berperan sebagai pengajar, tetapi juga harus mengelola administrasi sekolah, menggunakan teknologi pembelajaran, berkomunikasi dengan orang tua siswa, serta menjalankan berbagai tugas tambahan lainnya. Penelitian ini dilakukan untuk memahami bagaimana guru melakukan multitasking, strategi adaptasi yang digunakan, dan bagaimana mereka mempertahankan kinerja profesionalnya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Lokasi penelitian adalah SMA Kristen Kesetnana, Kabupaten Timor Tengah Selatan. Penelitian inin melibatkan 3 guru sebagai informan. Data penelitian dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi. Data dianalisis menggunakan model Miles, Huberman, dan Saldana yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menujukan bentuk multitasking guru tidak hanya mengajar di kelas, tetapi juga mengerjakan administrasi, menggunakan teknologi pembelajaran, berkomunikasi dengan orang tua siswa, serta menjalankan tugas tambahan sekolah. Strategi adaptif yang paling dominan adalah manajemen waktu, penyusunan prioritas kerja, pemanfaatan teknologi digital, serta kolaborasi dengan rekan kerja. Dampak positif multitaksin meliputi peningkatan efisiensi kerja, fleksibilitas, dan kompetensi digital. Sedangkan dampak negatif meliputi kelelahan mental, stres kerja, dan berkurangnya fokus dalam menyelesaikan tugas tertentu. Temuan penelitian menunjukkan bahwa multitasking guru tidak dapat dihindari dalam era digital, strategi adaptasi berperan sebagai mekanisme yang membantu guru mempertahankan efektivitas kerja meskipun menghadapi berbagai tekanan pekerjaan. Dapat disimpulkan multitasking merupakan realitas kerja guru di era digital, guru mengembangkan berbagai strategi adaptasi seperti manajemen waktu, prioritas kerja, kolaborasi, dan pemanfaatan teknologi dan strategi adaptasi tersebut membantu guru mempertahankan kinerja profesionalnya meskipun menghadapi tuntutan kerja yang kompleks. Kata Kunci: multutasking guru, strategi adaptif, dampak, era digital / The digital era has brought significant changes to the world of education. Teachers not only play the role of educators but also have to manage school administration, use learning technology, communicate with students' parents, and carry out various additional tasks. This research was conducted to understand how teachers multitask, the adaptation strategies they use, and how they maintain their professional performance. This research uses a qualitative approach with a case study design. The research location is SMA Kristen Kesetnana, Timor Tengah Selatan Regency. This research involves 3 teachers as informants. Research data were collected through in-depth interviews, observations, and documentation. The data were analysed using the Miles, Huberman, and Saldana model, which includes data reduction, data presentation, and conclusion drawing. The research results show that the form of teacher multitasking includes not only teaching in the classroom but also handling administration, using learning technology, communicating with students' parents, and carrying out additional school tasks. The most dominant adaptive strategies are time management, prioritizing work tasks, utilizing digital technology, and collaborating with colleagues. The positive impacts of multitasking include increased work efficiency, flexibility, and digital competence. Meanwhile, the negative impacts include mental fatigue, work stress, and reduced focus in completing specific tasks. Research findings indicate that teacher multitasking is unavoidable in the digital era; adaptation strategies play a role as mechanisms that help teachers maintain work effectiveness despite facing various job pressures. It can be concluded that multitasking is a reality of teachers' work in the digital era. Teachers develop various adaptation strategies such as time management, work prioritization, collaboration, and the use of technology, and these adaptation strategies help teachers maintain their professional performance despite facing complex work demands. Keywords: teacher multitasking, adaptive strategies, impact, digital era

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