Gambaran Stres Kerja dan Koping Guru SMA saat Pembelajaran Daring selama Pandemi
DOI:
https://doi.org/10.35814/mindset.v1i01.2577
Abstract views: 1613 | PDF (Bahasa Indonesia) downloads: 2001
Abstract views: 1613 | PDF (Bahasa Indonesia) downloads: 2001
Keywords:
pandemic, work stressor, coping strategy, education
Abstract
Covid-19 pandemic forced the Government of Indonesia to shut down all the schools at all levels including high school and change it to online learning to respond to this situation. With these transitions along with increased demands that must be managed may cause stress for high school teachers. Moreover, this condition can affect their performance in teaching and may impact educational quality. This study aims to describe work stressors and coping strategies for high school teachers in online learning during the pandemic. In this research, the method used was a qualitative with phenomenological approach. The data are taken from three high school teachers who experienced a transition from face-to-face to online teaching in South Tangerang with interview technique. The results show that during this pandemic, teachers are experiencing various stressors including financial decline, adjustment to policies and technology, increased workload, and multiple role conflicts. Several coping strategies are used to deal with their stress such as emotion-focused (escapism, self-blame, and seeking meaning) and problem-focused coping strategies (instrumental action, caution, and negotiation). The results indicate that it is necessary to pay attention to teacher’s mental health conditions during the pandemic and provide support needed to help them dealing with their work stressor.
References
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Kiger, M. E. & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher. 1-9 DOI: 10.1080/0142159X.2020.1755030
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Moorhouse, B.L. (2020). Adaptations to face a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for teaching.
Muslim, M. (2020). Manajemen stress pada masa pandemi Covid-19. ESENSI: Jurnal Manajemen Bisnis, 23(2). 192-201.
Mustajab, D., Bauw, A., Rasyid, A., Irawan A., Akbar, M. A. dan Hamid, M. A. (2020). Fenomena bekerja dari rumah sebagai upaya mencegah serangan COVID-19 dan dampaknya terhadap produktivitas kerja. The international journal of applied business TIJAB, 4(1). 13-21
Nurmalasari, A. (2015). Pengaruh stress kerja terhadap prestasi kerja pegawai di Kecamatan Malinau Kota Kabupaten Malinau. eJournal Pemerintahan Integratif, 1(3). 102-114.
Putri, M. Y., Wahyuni, I., dan Lestantyo, D. (2018). Hubungan motivasi dan manajemen stres dengan stres kerja pada guru SMA Santo Yakobus Jakarta. Jurnal kesehatan masyarakat (e-journal), 6(5). 587-593.
Pozo-Rico, T., Gilar Corbí, R., Izquierdo, A., Castejón, J. (2020). Teacher training can make a difference: Tools to overcome the impact of COVID-19 on primary schools. International Journal of Environmental Research and Public Health. 1-22.
Riyani,Y. (2012). Faktor-faktor yang memengaruhi prestasi belajar mahasiswa (Studi pada Mahasiswa Jurusan Akutansi Politeknik Negeri Pontianak). Jurnal Eksos, 1(8). 19-25.
Sahni, D.J. (2020). Impact of COVID-19 on employee behavior: Stress and coping mechanism during WFH (Work From Home) among service industry employees. International Journal of Operations Management, 1(1). 35-48.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications Ltd.
Schäfer, A., Pels, F., & Kleinert, J. (2020). Coping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachers. International Journal of Emotional Education, 12(1). 35-47.
Schaffhauser, D. (2020). Educators feeling stressed, anxious, overwhelmed and capable. The journal. Diakses dari https://thejournal.com/articles/2020/06/02/survey-teachers-feeli ng-stressed-anxious-overwhelmed-and-capable.aspx
School Education Gateway. (2020). Survey on online and distance learning – Results. School Education Gateway. Diakses dari https://www.schooleducationgateway.eu/en/pub/view points/surveys/surv ey-on-online-teaching.htm
Shabir, U. (2015). Kedudukan guru sebagai pendidik: Tugas dan tanggung jawab, hak dan kewajiban, dan kompetensi guru. Auladuna, 2(2). 221-232.
Siahaan, M. (2020). Dampak pandemi Covid-19 terhadap dunia pendidikan. Jurnal Kajian Ilmiah. 1-3.
Utaminingtias, W., Ishartono, & Hidayat, N. E. (2016). Coping stres karyawan dalam menghadapi stres kerja. Prosiding KM: Riset & PKM, 3(2), 155-291.
Weken, M. E., Mongan, A. E., dan Kekenusa, J. S. (2020). Hubungan antara beban kerja, konflik peran, dan dukungan sosial dengan stres kerja pada guru di Sekolah Menengah Atas Negeri 1 Manado pada masa pandemi Covid-19. Journal of Public Health and Community Medicine, 1(4). 80-88
Andiarna, F. & Kusumawati, E. (2020). Pengaruh pembelajaran daring terhadap stres akademik mahasiswa selama pandemi Covid-19. Jurnal Psikologi, 6(2). 139-149. DOI: http://dx.doi.org/10.24014/ jp.v14i2.9221
Arkorful, V. & Abaidoo, N. (2014). The role of e-learning, the advantages and disadvantages of its adoption in higher education. International Journal of Education and Research, 2(12). 397-410.
Asfiana, N. W. (2015). Hubungan tingkat penghasilan dengan tingkat stres kepala keluarga penduduk Dukuh Klile Desa Karangasem Kecamatan Bulu Kabupaten Sukoharjo. [Skripsi]. Universitas Muhammadiyah Surakarta.
Baalwi, M. A. (2020). Kendala guru dalam proses pembelajaran online selama masa pandemi ditinjau dari kemampuan information technology (IT) guru. Lintang Songo: Jurnal Pendidikan, 3(2). 38-45
Bakracheva, M. (2019). Coping effects on life meaning, basic psychological needs and well-being. Scientific Research Publishing Psychology, 10, 1375-1395. https://doi.org/10.4236/psych.2019.1010090
Barseli, M., Ifdil, I., & Fitria, L. (2020). Stress akademik akibat Covid-19. Jurnal Penelitian Guru Indonesia (JPGI), 5(2). 95-99. DOI: https://doi.org/10.29210/02733jpgi0005
Beehr, T. A., & Newman, J. E. (1988). Psychological stress in the workplace. London: Routledge
Chandra, Y. (2021). Online education during COVID-19: perception of academic stress and emotional intelligence coping strategies among college students. Asian Education and Development Studies, 10 (2). 229-238. DOI 10.1108/AEDS-05-2020-0097
Creswell, John W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd Ed.). Thousand Oaks, CA: Sage
Cross, D. & Winthrop. (n.d.). Teacher wellbeing and its impact on student learning. [PowerPoint slides]. Telethon Kids Institute, The University of Western Australia. Diakses dari https://www.research.uwa.edu.au/__data/assets/pdf_file/0010/263359 0/teacher-wellbeing-and-student.pdf
Freire, C. Ferradás, M., Regueiro, B., Rodríguez, S., Valle, A., & Núñez, J. C. (2020). Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach. Front. Psychol., 11, 841. doi: 10.3389/fpsyg.2020.00841
Halama, Peter. (2014). Meaning in life and coping: Sense of meaning as a buffer against stress. Springer NY
Helaluddin. (2018). Mengenal Lebih Dekat dengan Pendekatan Fenomenologi: Sebuah Penelitian Kualitatif.
Hobkirk, A. L., Krebs, N. M., & Muscat, J. E. (2018). Income as a moderator of psychological stress and nicotine dependence among adult smokers. Addictive behaviors, 84, 215–223. https://doi.org/10.1016/j.addbeh.2018.04.021
Kiger, M. E. & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher. 1-9 DOI: 10.1080/0142159X.2020.1755030
Klapproth, F., Federkeil, L., Heinschke, F., dan Jungmann, T. (2020). Teachers' experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research. 4(4). 1-9. DOI: 10.33902/JPR.2020062805.
Kumanova, M. & Karastoyanov, G. (2013). Perceived Stress and Coping Strategies. Conference: Third annual conference ”Education, Science, Innovation” – ESI 2013, European Polytechnical University, Pernik
Lindawati, Y. L. & Rahman, C. A. (2020). Adaptasi guru dalam implementasi pembelajaran daring di era pandemi Covid-19. Prosiding Seminar Nasional Pendidikan FKIP, 3(1). 60-67
MacIntyre, D. P., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. Elsevier Public Health Emergency Collection.
Moorhouse, B.L. (2020). Adaptations to face a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for teaching.
Muslim, M. (2020). Manajemen stress pada masa pandemi Covid-19. ESENSI: Jurnal Manajemen Bisnis, 23(2). 192-201.
Mustajab, D., Bauw, A., Rasyid, A., Irawan A., Akbar, M. A. dan Hamid, M. A. (2020). Fenomena bekerja dari rumah sebagai upaya mencegah serangan COVID-19 dan dampaknya terhadap produktivitas kerja. The international journal of applied business TIJAB, 4(1). 13-21
Nurmalasari, A. (2015). Pengaruh stress kerja terhadap prestasi kerja pegawai di Kecamatan Malinau Kota Kabupaten Malinau. eJournal Pemerintahan Integratif, 1(3). 102-114.
Putri, M. Y., Wahyuni, I., dan Lestantyo, D. (2018). Hubungan motivasi dan manajemen stres dengan stres kerja pada guru SMA Santo Yakobus Jakarta. Jurnal kesehatan masyarakat (e-journal), 6(5). 587-593.
Pozo-Rico, T., Gilar Corbí, R., Izquierdo, A., Castejón, J. (2020). Teacher training can make a difference: Tools to overcome the impact of COVID-19 on primary schools. International Journal of Environmental Research and Public Health. 1-22.
Riyani,Y. (2012). Faktor-faktor yang memengaruhi prestasi belajar mahasiswa (Studi pada Mahasiswa Jurusan Akutansi Politeknik Negeri Pontianak). Jurnal Eksos, 1(8). 19-25.
Sahni, D.J. (2020). Impact of COVID-19 on employee behavior: Stress and coping mechanism during WFH (Work From Home) among service industry employees. International Journal of Operations Management, 1(1). 35-48.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications Ltd.
Schäfer, A., Pels, F., & Kleinert, J. (2020). Coping strategies as mediators within the relationship between emotion-regulation and perceived stress in teachers. International Journal of Emotional Education, 12(1). 35-47.
Schaffhauser, D. (2020). Educators feeling stressed, anxious, overwhelmed and capable. The journal. Diakses dari https://thejournal.com/articles/2020/06/02/survey-teachers-feeli ng-stressed-anxious-overwhelmed-and-capable.aspx
School Education Gateway. (2020). Survey on online and distance learning – Results. School Education Gateway. Diakses dari https://www.schooleducationgateway.eu/en/pub/view points/surveys/surv ey-on-online-teaching.htm
Shabir, U. (2015). Kedudukan guru sebagai pendidik: Tugas dan tanggung jawab, hak dan kewajiban, dan kompetensi guru. Auladuna, 2(2). 221-232.
Siahaan, M. (2020). Dampak pandemi Covid-19 terhadap dunia pendidikan. Jurnal Kajian Ilmiah. 1-3.
Utaminingtias, W., Ishartono, & Hidayat, N. E. (2016). Coping stres karyawan dalam menghadapi stres kerja. Prosiding KM: Riset & PKM, 3(2), 155-291.
Weken, M. E., Mongan, A. E., dan Kekenusa, J. S. (2020). Hubungan antara beban kerja, konflik peran, dan dukungan sosial dengan stres kerja pada guru di Sekolah Menengah Atas Negeri 1 Manado pada masa pandemi Covid-19. Journal of Public Health and Community Medicine, 1(4). 80-88
Published
2021-09-30
How to Cite
Indra, R., Lian, G. C., Putri, J. A. I., Valencia, L., Santoso, Y. E. S. U., & Yosua, I. (2021). Gambaran Stres Kerja dan Koping Guru SMA saat Pembelajaran Daring selama Pandemi. Jurnal Ilmiah Psikologi MIND SET, 1(01), 63-86. https://doi.org/10.35814/mindset.v1i01.2577
Section
Articles
