<![CDATA[Penelitian ini mengevaluasi efektivitas model pembelajaran SALAM dalam meningkatkan kesejahteraan subjektif guru (Teacher Subjective Well-being). Model SALAM, yang terdiri dari lima langkah (Semangat mengajar, Ajukan pertanyaan tentang perasaan, Libatkan siswa aktif, Analisa proses belajar, dan Monitoring refleksi), dirancang untuk memfasilitasi tugas guru sebagai pemimpin pembelajaran. Metode penelitian menggunakan quasi eksperimen dengan desain cluster randomized pretest and posttest control group. Hasil menunjukkan pelatihan model SALAM secara signifikan meningkatkan kesejahteraan subjektif guru, dengan nilai α=0,03. Nilai kelompok eksperimen=3,00 lebih tinggi dibandingkan nilai kelompok kontrol=0,90. Kesejahteraan subjektif guru mencakup peningkatan kepuasan kerja, efikasi mengajar, dan keterhubungan sekolah melalui kolaborasi positif. Model pembelajaran SALAM memudahkan guru melaksanakan tugasnya memimpin pembelajaran di kelas dan meningkatkan kompetensi profesionalnya. Meningkatnya keterampilan mengajar guru berpengaruh pada keyakinan diri guru mengajar dan akhirnya meningkatkan kesejahteraan subjektif guru. Implikasi penelitian ini menunjukkan bahwa penerapan model SALAM dalam program pelatihan guru dapat memperbaiki kualitas pengajaran dan kebahagiaan mengajar. Studi lanjutan diperlukan untuk mengevaluasi keberlanjutan efek intervensi dalam jangka panjang. This study evaluates the effectiveness of the SALAM learning model in enhancing teachers' subjective well-being (SWB). The SALAM model, consisting of five steps (Teaching Enthusiasm, Asking Questions About Feelings, Actively Engaging Students, Analyzing the Learning Process, and Monitoring Learning Outcomes through Reflection), is designed to facilitate teachers' roles as learning leaders. The research employed a quasi-experimental method using a cluster randomized pretest and posttest control group design. The results showed that the SALAM model training significantly improved teachers' subjective well-being, with an alpha value of 0.03. The experimental group scored higher (3.00) compared to the control group (0.90). Teachers' subjective well-being includes improvements in job satisfaction, teaching efficacy, and school connectedness through positive collaboration. The SALAM learning model simplifies teachers' tasks in leading classroom learning and enhances their professional competence. Increased teaching skills positively affect teachers' confidence in teaching, ultimately boosting their subjective well-being. The study's implications indicate that implementing the SALAM model in teacher training programs can improve teaching quality and teaching happiness. Further research is needed to evaluate the sustainability of the intervention's effects over the long term.]]>
