Article Sidebar

Submitted
February 16, 2024
Accepted
June 11, 2024
Published
June 30, 2024
Download
PDF
Statistic
Read Counter : 117 Download : 147

Main Article Content

Abstract

Inclusive school teachers are required to have adequate preparation to conduct optimal teaching processes for students with disabilities. Such preparations lead to work pressure and negative emotions, resulting in low teacher well-being. This study aimed to enhance the teacher well-being of inclusive elementary school teachers through the "Guru Tahu" training. The research design employed a quasi-experimental approach with a pretest and posttest control group design model. The participants were 16 inclusive elementary school teachers in Yogyakarta with low scores on the TWBS scale and basic knowledge related to students with disabilities. The results of Mann Whitney-U test indicated a significant difference with p <0,001, suggesting that the "Guru Tahu" training was effective in improving teacher well-being for teachers in inclusive elementary school "X" and "Y" in Yogyakarta.

Article Details

License

Copyright (c) 2024 Azirna Berliana Berliana, Sumedi P. Nugraha

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

How to Cite
Berliana, A. B., & Nugraha, S. P. (2024). KEEFEKTIFAN PELATIHAN GURU TAHU UNTUK MENINGKATKAN TEACHER WELL-BEING PADA GURU SEKOLAH DASAR INKLUSI. JIP (Jurnal Intervensi Psikologi), 16(1), 43–62. https://doi.org/10.20885/intervensipsikologi.vol16.iss1.art4
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student Misbehavior and Teacher Well-Being: Testing The Mediating Role of The Teacher-Student Relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
  2. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
  3. Bloom, B. S., Engelhart. Max D, Furst, E. J., Hill, W. H., & Krathwol, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Longmans, Green and Co.
  4. Breeman, L. D., Wubbels, T., van Lier, P. A. C., Verhulst, F. C., van der Ende, J., Maras, A., Hopman, J. A. B., & Tick, N. T. (2015). Teacher Characteristics, Social Classroom Relationships, and Children’s Social, Emotional, and Behavioral Classroom Adjustment in Special Education. Journal of School Psychology, 53(1), 87–103. https://doi.org/10.1016/j.jsp.2014.11.005
  5. Candeias, A., Galindo, E., Calisto, I., Borralho, L., & Reschke, K. (2020). Stress and Burnout in Teaching. Study in an Inclusive School Workplace. Health Psychology Report, 9(1), 63–75. https://doi.org/10.5114/hpr.2020.100786
  6. Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2015). Teacher Well-Being. Journal of Psychoeducational Assessment, 33(8), 744–756. https://doi.org/10.1177/0734282915587990
  7. Crispel, O., & Kasperski, R. (2021). The Impact of Teacher Training in Special Education on The Implementation of Inclusion in Mainstream Classrooms. International Journal of Inclusive Education, 25(9), 1079–1090. https://doi.org/10.1080/13603116.2019.1600590
  8. Dally, K., Ralston, M., Strnadová, I., Dempsey, I., Chambers, D., Foggett, J., Paterson, D., Sharma, U., & Duncan, J. (2019). Current Issues and Future Directions in Australian Special and Inclusive Education. Australian Journal of Teacher Education, 44(8), 57–73. https://doi.org/10.14221/ajte.2019v44n8.4
  9. De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., & Chiacchio, C. Di. (2017). Burnout in Special Needs Teachers at Kindergarden and Primary School: Investigating the Role of Personal Resources and Work Wellbeing. Psychology in the Schools, 54(5), 472–486. https://doi.org/10.1002/pits.22013
  10. Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates. Journal of Educational Psychology, 106(2), 569–583. https://doi.org/10.1037/a0035504
  11. Ediyanto, E., Atika, I. N., Kawai, N., & Prabowo, E. (2017). Inclusive Education in Indonesia from the Perspective of Widyaiswara in the Center for Development and Empowerment of Teachers and Education Personnel of Kindergartens and Special Education. IJDS : Indonesian Journal of Disability Studies, 4(2), 104–116. https://doi.org/10.21776/ub.IJDS.2017.004.02.3
  12. Eloff, I., & Dittrich, A.-K. (2021). Understanding General Pedagogical Knowledge Influences on Sustainable Teacher Well-Being: A Qualitative Exploratory Study. Journal of Psychology in Africa, 31(5), 464–469. https://doi.org/10.1080/14330237.2021.1978166
  13. Grant, A. M., Green, L. S., & Rynsaardt, J. (2010). Developmental Coaching for High School Teachers: Executive Coaching Goes to School. Consulting Psychology Journal: Practice and Research, 62(3), 151–168. https://doi.org/10.1037/a0019212
  14. Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers’ Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors. Social Development, 17(1), 115–136. https://doi.org/10.1111/j.1467-9507.2007.00418.x
  15. Hascher, T., & Waber, J. (2021). Teacher Well-Being: A Systematic Review of The Research Literature from The Year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
  16. Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066
  17. Issom, F. L., & Fachrurozzy. (2022). The Effect Of Teacher Stress On Teacher Well-Being In Teachers Who Teach On Inclusive Elementary School. Jurnal Penelitian Dan Pengukuran Psikologi: JPPP, 11(02), 76–83. https://doi.org/10.21009/JPPP.112.03
  18. Issom, F. L., & Nadia, Z. (2021). Hubungan Kebersyukuran dengan Teacher Well-Being pada Guru yang Mengajar di Sekolah Dasar Inklusi. Perspektif Ilmu Pendidikan, 35(2), 97–104. https://doi.org/10.21009/PIP.352.1
  19. Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035
  20. Kennedy, Y., Flynn, N., O’Brien, E., & Greene, G. (2021). Exploring the Impact of Incredible Years Teacher Classroom Management Training on Teacher Psychological Outcomes. Educational Psychology in Practice, 37(2), 150–168. https://doi.org/10.1080/02667363.2021.1882944
  21. Kode Etik Psikologi Indonesia, Pengurus Pusat Himpunan Psikologi Indonesia (2010). https://nos.wjv-1.neo.id/himpsi-dev/master/Handout-PSY204-Kode-Etik-Psikologi-Indonesia.pdf
  22. Kutsyuruba, B., Godden, L., & Bosica, J. (2019). The Impact of Mentoring on The Canadian Early Career Teachers’ Well-Being. International Journal of Mentoring and Coaching in Education, 8(4), 285–309. https://doi.org/10.1108/IJMCE-02-2019-0035
  23. Kyriacou, C. (2001). Teacher Stress: Directions for Future Research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628
  24. Le, H. D., Nguyen-Thi, M.-L., Tran-Thi, T.-M., & Cao, H. X. (2022). Factors Influencing Well-Being of Special Education Teachers in Ho Chi Minh City, Vietnam. Journal for Educators, Teachers and Trainers, 13(3), 207–217. https://doi.org/10.47750/jett.2022.13.03.020
  25. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
  26. Muhid, A. (2019). Analisis Statistik 5 Langkah Praktis Analisis Statistik dengan SPSS for Windows (D. N. Hidayat, Ed.; 2nd ed.). Zifatama Jawara.
  27. Pan, H.-L. W., Chung, C.-H., & Lin, Y.-C. (2023). Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload. Sustainability, 15(7), 5804. https://doi.org/10.3390/su15075804
  28. Pedoman Umum Penyelenggaraan Pendidikan Inklusif (Sesuai Permendiknas No 70 Tahun 2009), Pub. L. No. Permendiknas No. 70 Tahun 2009, Direktorat PPK-LK Pendidikan Dasar Kementerian Pendidikan dan Kebudayaan (2011).
  29. Penerima Beasiswa Inklusi Untuk Siswa Berkebutuhan Khusus Di Sekolah Penyelenggara Pendidikan Inklusi Daerah Istimewa Yogyakarta Tahun Anggaran 2021, Pub. L. No. 118/KEP/2021 (2021). https://jdih.jogjaprov.go.id/upload//storage/app/public/16491_skgub118-2021.pdf
  30. Penetapan Sekolah Penyelenggara Pendidikan Inklusi Kota Yogyakarta Tahun 2014, Pub. L. No. 188/661, Dinas Pendidikan Pemerintah kota Yogyakarta (2014).
  31. Rudiyati, S., Pujaningsih, P., & Mumpuniarti, M. (2017). Teacher Knowledge and Experience Dealing with Students with Learning Disabilities in Inclusive Elementary School and Implications to Learning Accommodation and Modification. Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017), 272–278. https://doi.org/10.2991/yicemap-17.2017.47
  32. Ru’iya, S., Akhmad, F., Putwiyani, D., & Sulistiawan, A. (2021). Tantangan Guru Pendidikan Agama Islam pada Sekolah Inklusi di Yogyakarta. Al-Manar, 10(1), 70–90. https://doi.org/10.36668/jal.v10i1.240
  33. Sanger, C. S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In Diversity and Inclusion in Global Higher Education (pp. 31–71). Springer Singapore. https://doi.org/10.1007/978-981-15-1628-3_2
  34. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-experimental Designs for Generalized Causal Inference (1st ed.). Houghton Mifflin.
  35. Shepherd, J., Pickett, K., Dewhirst, S., Byrne, J., Speller, V., Grace, M., Almond, P., & Roderick, P. (2016). Initial Teacher Training to Promote Health and Well-Being in Schools – A Systematic Review of Effectiveness, Barriers and Facilitators. Health Education Journal, 75(6), 721–735. https://doi.org/10.1177/0017896915614333
  36. Supratiknya, A. (2011). Merancang Program dan Modul : Psikoedukasi. Penerbit Universitas Sanata Dharma.
  37. Tileston, D. W. (2005). Training Manual for What Every Teacher Should Know. Corwin Press.
  38. Toraby, E., & Modarresi, G. (2018). EFL Teachers’ Emotions and Learners’ Views of Teachers’ Pedagogical Success. International Journal of Instruction, 11(2), 513–526. https://doi.org/10.12973/iji.2018.11235a
  39. Tristani, L., & Bassett‐Gunter, R. (2020). Making the Grade: Teacher Training for Inclusive Education: A Systematic Review. Journal of Research in Special Educational Needs, 20(3), 246–264. https://doi.org/10.1111/1471-3802.12483
  40. Viac, C., & Fraser, P. (2020). Teachers’ Well-Being: A Framework for Data Collection and Analysis (213; OECD Working Papers).
  41. Voss, T., Kunter, M., & Baumert, J. (2011). Assessing Teacher Candidates’ General Pedagogical/Psychological Knowledge: Test Construction and Validation. Journal of Educational Psychology, 103(4), 952–969. https://doi.org/10.1037/a0025125
  42. Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2017). Teachers’ Goal Orientations: Effects on Classroom Goal Structures and Emotions. British Journal of Educational Psychology, 87(1), 90–107. https://doi.org/10.1111/bjep.12137
  43. Widiasmara, N., Nashori, F., & Gusniarti, U. (2013). Pengaruh Psikoedukasi “Guru Tahu” terhadap Peningkatan Pengetahuan Dasar Guru tentang Peserta Didik di Sekolah Inklusi. Jurnal Intervensi Psikologi (JIP), 5(1), 75–94. https://doi.org/10.20885/intervensipsikologi.vol5.iss1.art5