Gambaran Stres Kerja dan Koping Guru SMA saat Pembelajaran Daring selama Pandemi
DOI:
https://doi.org/10.35814/mindset.v1i01.2577Kata Kunci:
pandemi, stres kerja, strategi koping, pendidikanAbstrak
Pandemi Covid-19 membuat pemerintah Indonesia menutup sekolah pada semua tingkat termasuk SMA dan mengalihkan pembelajaran tatap muka ke pembelajaran daring. Adanya transisi pembelajaran disertai dengan semakin beratnya beban tanggung jawab yang harus dikelola berpotensi menimbulkan stres bagi guru SMA. Kondisi tersebut dapat memengaruhi kinerja mengajar serta mutu pendidikan yang dihasilkan. Penelitian ini bertujuan untuk mengetahui gambaran stresor kerja dan strategi koping stres pada guru SMA selama pembelajaran di masa pandemi. Pada penelitian ini, metode yang digunakan adalah metode kualitatif dengan pendekatan fenomenologi. Pengambilan data dilakukan kepada tiga guru SMA di Tangerang Selatan yang mengalami transisi dari mengajar tatap muka ke daring dengan teknik wawancara. Hasil penelitian menunjukkan bahwa para guru di masa pandemi ini mengalami berbagai stresor yang meliputi penurunan finansial, tuntutan penyesuaian diri terhadap kebijakan dan teknologi, peningkatan beban kerja, dan konflik peran ganda. Beberapa strategi koping yang digunakan oleh para guru untuk menghadapi stres yang mereka miliki, meliputi emotion-focused (escapism, self blame dan seeking meaning) dan problem-focused coping (instrumental action, cautiousness, dan negotiation). Hasil penelitian ini mengindikasikan perlunya memperhatikan kondisi kesehatan mental para guru di masa pandemi serta menyediakan dukungan yang diperlukan agar mampu mengatasi stresor kerjanya.
Referensi
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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
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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
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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.
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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
Unduhan
Diterbitkan
2021-09-30
Terbitan
Bagian
Articles
Cara Mengutip
Gambaran Stres Kerja dan Koping Guru SMA saat Pembelajaran Daring selama Pandemi. (2021). Jurnal Ilmiah Psikologi MIND SET, 1(01), 63-86. https://doi.org/10.35814/mindset.v1i01.2577
