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All Journal JPDI (Jurnal Pendidikan Dasar Indonesia) Innovative: Journal Of Social Science Research
Werenfridus, Werenfridus
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Humanities Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Public Health Other

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Pengaruh Efikasi Diri Dan Dukungan Sosial Terhadap Burnout Dalam Implementasi Kurikulum Merdeka Pada Guru Sekolah Dasar Negeri Di Kecamatan Sengah Temila Werenfridus, Werenfridus; Mashudi, Mashudi; Zakso, Amrazi
Innovative: Journal Of Social Science Research Vol. 4 No. 6 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i6.16091

Abstract

This study aims to; 1) analyze the effect of self-efficacy on burnout, 2) analyze the effect of social support on burnout, 3) analyze the effect of self-efficacy and social support simultaneously on burnout. This study uses a quantitative method with a causal associative design. The population of this study was 120 elementary school teachers in Sengah Temila District who had implemented the independent curriculum. The sample was taken using the total sampling technique so that the number of samples used was the same as the population. Based on interviews with first and fourth-grade teachers at SDN 09 Tampi Bide, SDN 53 Tampala'as, and SDN 57 Pakatan in Sengah Temila District who have implemented the Merdeka Curriculum, several challenges were found in the implementation of the Merdeka Curriculum at the school. Teachers still face difficulties in understanding the concepts and principles of the Merdeka Curriculum due to the lack of direct training related to the Merdeka Curriculum. The training that has been followed was conducted online, while internet networks are still limited. In addition, the lack of technology infrastructure is also an obstacle for teachers to access information related to the Merdeka Curriculum through the Merdeka Mengajar Platform (PMM), which can eventually cause boredom among teachers. The results of the study showed that; 1) self-efficacy had no significant effect on burnout, 2) social support had a negative and significant effect on burnout, and 3) self-efficacy and social support simultaneously had a significant effect on burnout. The contribution of both variables to burnout is 7.3%.
PENGARUH DUKUNGAN SOSIAL TERHADAP STRES KERJA PADA GURU SEKOLAH DASAR Werenfridus, Werenfridus; Basith, Abd; Hartoyo, Agung
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 8, No 2 (2023): VOLUME 8 NUMBER 2 MAY 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpdi.v8i2.4452

Abstract

Tujuan dalam penelitian ini adalah : 1) Apakah terdapat perbedaan dukungan sosial dan stress kerja pada guru SD berdasarkan gender, jabatan, status pekerjaan dan usia?; 2) Apakah terdapat pengaruh dukungan sosial terhadap stress kerja pada guru SD?. Jenis penelitian yang digunakan adalah kuantitatif dengan desain asosiatif kausal. Populasi penelitian ini yaitu guru dan kepala sekolah pada jenjang Sekolah Dasar Negeri di Kecamatan Tengah Temila Kabupaten Landak yang berjumlah 60 sekolah. Sampel diambil dengan teknik insidental sehingga keseluruhan sampel yang digunakan dalam penelitian ini berjumlah 74 orang. Teknik analisis data dengan menggunakan mean, SD, manova dan regresi sederhana. Hasil penlitian menunjukkan bahwa : 1) nilai p > 0.05 sehingga tidak terdapat perbedaan yang signifikan terkait dukungan sosial dan stres kerja guru berdasarkan gender, jabatan, status kerja dan usia, 2) nilai p < .05 sehingga dukungan sosial berpengaruh positif dan signifikan terhadap stress kerja dengan koefisien determinasi sebesar 10.5% dan koefisen regresi 0.382. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa guru laki-laki dan perempuan memiliki stress kerja yang sama besarnya. Pengaruh positif yang diberikan oleh dukungan sosial terhadap stres kerja tidak sesuai dengan harpan penelitian dan berbagai penelitian terdahulu. Arah pengaruh harusnya negatif karena semakin tinggi dukungan sosial maka stres kerja akan semakin rendah. Ini menunjukkan bahwa dukungan sosial tidak terkait secara langsung dengan stres kerja guru.
Co-Authors Abd Basith, Abd Agung Hartoyo Amrazi Zakso Mashudi Mashudi