HUBUNGAN OTONOMI GURU DAN RESILIENSI GURU DENGAN SIKAP PRO PEMBELAJARAN RAMAH ANAK DI SEKOLAH YAYASAN BUDI MULIA LOURDES, JAKARTA DAN BOGOR

Buaton, Julisesko (2026) HUBUNGAN OTONOMI GURU DAN RESILIENSI GURU DENGAN SIKAP PRO PEMBELAJARAN RAMAH ANAK DI SEKOLAH YAYASAN BUDI MULIA LOURDES, JAKARTA DAN BOGOR. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Di tengah tuntutan pendidikan abad ke-21, implementasi Sekolah Ramah Anak (SRA) di Indonesia masih menghadapi paradoks sistemik. Meskipun regulasi SRA telah ditetapkan, prevalensi perundungan tetap tinggi (21%) dan capaian PISA 2022 sangat rendah. Kegagalan capaian kompetensi dasar dan perlindungan siswa ini berakar pada terjebaknya peran guru dalam beban administratif eksesif yang mereduksi otonomi profesional mereka. Fenomena di Yayasan Budi Mulia Lourdes mengonfirmasi bahwa dominasi birokrasi menciptakan pembelajaran mekanistik yang mengabaikan kebutuhan holistik siswa. Penelitian ini bertujuan menganalisis hubungan otonomi profesional dan resiliensi guru terhadap Sikap Pro-Pembelajaran Ramah Anak, baik secara parsial maupun simultan. Menggunakan pendekatan kuantitatif korelasional, sampel penelitian ini melibatkan 110 guru yang dipilih melalui simple random sampling. Hasil penelitian menunjukkan bahwa otonomi guru memiliki hubungan positif dan signifikan dengan sikap pro-pembelajaran ramah anak (r = 0,737; p < 0,001), demikian pula Resiliensi Guru (r = 0,663; p < 0,001). Secara simultan, keduanya memiliki hubungan kuat dengan sikap tersebut (R = 0,772; R² = 0,588; p < 0,001). Penelitian ini merekonstruksi kerangka Sekolah Ramah Anak dengan menggeser fokus dari kepatuhan struktural-normatif menuju penguatan kapasitas internal guru. Secara teoretis, ditemukan bahwa otonomi profesional memerlukan resiliensi psikologis sebagai prasyarat agar inovasi pedagogis tidak stagnan. Temuan ini menegaskan perlunya penguatan otonomi pedagogis, pengurangan beban administratif, dan dukungan psikologis bagi guru dalam membangun ekosistem sekolah yang ramah anak. Kata kunci: otonomi guru; resiliensi guru; sikap pro-pembelajaran ramah anak/Amid the demands of 21st-century education, the implementation of Child-Friendly Schools (CFS) in Indonesia continues to face systemic challenges. Although regulations governing CFS have been established, the prevalence of bullying remains high (21%) and the 2022 PISA results are very low. This failure to achieve basic competencies and protect pupils stems from teachers being trapped in excessive administrative burdens that reduce their professional autonomy. The situation at the Budi Mulia Lourdes Foundation confirms that bureaucratic dominance creates mechanistic learning that neglects pupils’ holistic needs. This study aims to analyse the relationship between professional autonomy and teacher resilience on Child-Friendly Pro-Learning Attitudes, both partially and simultaneously. Using a quantitative correlational approach, the study sample involved 110 teachers selected through simple random sampling. The results of the study indicate that teacher autonomy has a positive and significant relationship with child-friendly pro-learning attitudes (r = 0.737; p < 0.001), as does teacher resilience (r = 0.663; p < 0.001). Simultaneously, both have a strong relationship with this attitude (R = 0.772; R² = 0.595; p < 0.001). This study reconstructs the framework of the Child-Friendly School by shifting the focus from structural-normative compliance towards strengthening teachers’ internal capacity. Theoretically, it was found that professional autonomy requires psychological resilience as a prerequisite to prevent pedagogical innovation from stagnating. These findings underscore the need to strengthen pedagogical autonomy, reduce administrative burdens, and provide psychological support for teachers in building a child-friendly school ecosystem. Keywords: teacher autonomy; teacher resilience; pro-child-friendly learning Attitudes

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