Studi Fenomenologi: Coping Stress Guru Pendamping Khusus Wanita di Sekolah Kristen Kalam Kudus Pontianak
Abstract
A special education assistant (teacher's aide) is responsible for supporting the main teacher in all aspects of teaching and learning activities, from planning to evaluation. Teaching children with special needs is more complex and risky, leading to higher levels of stress compared to teaching typical children. Therefore, an effective regulatory system is needed, along with the implementation of stress coping mechanisms, to reduce these stress levels. The research objective is to understand stress coping mechanisms among female special education assistants at Kalam Kudus Christian School in Pontianak. This study employs a qualitative method with a phenomenological approach. Data collection will be conducted through interviews and observations with six female special education assistant subjects. The data collection technique used is purposive sampling, and data analysis employs content analysis. Research validity will be tested using triangulation and member checking. The research results show that the study subjects use two types of stress coping mechanisms: emotion-focused coping and problem-focused coping. The emotion-based coping results include seeking social emotional support, escape avoidance, and accepting responsibility. Additionally, the problem-based coping results include seeking informational support and confrontive coping, which influence their approach to reducing stress levels.
Downloads
References
Alase, A. (2017). The interpretative phenomenological analysis (ipa): a guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9.
Ambarsarie, R., Yunita, E., & Sariyanti, M. (2021). Buku Saku Coping Stres pada Mahasiswa Generasi Z. In Umar Yahya (Ed.), Unit Penerbitan dan Publikasi FKIP Universitas Bengkulu. https://www.researchgate.net/publication/353945593.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorder Edition (DSM-V). (5th ed.). American Psychiatric Publishing. www.psychologymania.com.
Anastasia, N. Z., & L. Tobing, J. (2019). Fight or Flight: Stres dan Strategi Coping Guru Pembimbing Khusus. Jurnal Manajemen Pendidikan, 8(2), 189–211. https://doi.org/10.33541/jmp.v8i2.2980.
Andriyani, J. (2014). Coping Stress Pada Wanita Karier Yang Berkeluarga. Jurnal Al-Bayan, 21(30), 1–10. https://doi.org/http://dx.doi.org/10.22373/albayan.v20i30.119.
Andriyani, J. (2019). Strategi coping stres dalam mengatasi problema psikologis. Jurnal At-Taujih, 2(2), 37–55. http://jurnal.ar-raniry.ac.id/index.php/Taujih.
Arinda, V. (2022). Gunakan Alasan Siswa Terlalu Aktif , Guru Tega Jewer Telinga Anak Berkebutuhan Khusus hingga Memar. https://style.tribunnews.com/2022/07/26/gunakan-alasan-siswa-terlalu-aktif-guru-tega-jewer-telinga-anak-berkebutuhan-khusus-hingga-memar.
Ashar Rois. (2023, March 16). Pontianak Keren! Inilah 20 SD Terbaik di Kota Pontianak yang Paling Berprestasi, Simak Yuk! Cilacap Update.Com, 1–2. https://cilacap.pikiran-rakyat.com/nasional/pr-2396429343/pontianak-keren-inilah-20-sd-terbaik-di-kota-pontianak-yang-paling-berprestasi-simak-yuk?page=131.
Bastian, I., Winardi, R. D., & Dewi Fatmawati. (2018). Metoda wawancara dan teknik analisis data. Universitas Gajah Mada. https://www.researchgate.net/publication/331556677_metoda_wawancara.
Bungin, B. (2011). Metodologi Penelitian Kualitatif. Raja Grafindo Persada. https://dspace.uii.ac.id/bitstream/handle/123456789/15344/05.3%20bab%203.pdf?sequence=7&isAllowed=y.
Creswell, J. W. (2014). Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Darojad, Z. U., & Mawardi, I. (2021). Peningkatan kemandirian anak RA Al Fitroh melalui pendampingan terpadu di masa belajar dari rumah. 359–367.
Dewayanti, E. W. (2013). Gambaran penyesuaian diri guru non pendidikan luar biasa yang mengajar siswa slb-b ( skripsi thesis, Yogyakarta, Indonesia) [Universitas Sanata Dharma]. http://repository.usd.ac.id/id/eprint/8590.
Ekawanti, S., & Mulyana, O. P. (2016). Regulasi Diri dengan Burnout pada Guru. Jurnal Psikologi Teori Dan Terapan, 6(2), 113–118. https://doi.org/https://doi.org/10.26740/jptt.v6n2.p113-118.
Faradz Sultana. (2016). Mengenal Sindrom Down (1st ed.). Undip Press. https://inashg.org/wp-content/uploads/2021/03/buku-sindrom-down_prof-dr-sultana-mh-faradz-phd_signed.pdf.
Gede, A. W., & David, H. T. (2018). Stressor dan Coping Stress Guru yang Dimutasi dari Sekolah Reguler ke Sekolah Luar Biasa (SLB). Jurnal Psikologi Udayana, 5(2), 440–449. https://doi.org/10.24843/JPU.2018.v05.i02.p14.
Hasanah, H. (2016). Teknik-teknik observasi. Jurnal At-Taqaddum, 8(1), 21–46. https://doi.org/10.21580/at.v8i1.1163.
Irnawati, J., Satria Jatmiko, N., Dwi Cahyono, B., Idris, M., Ishmat Asir, A., Matitaputty, M., Andriani, J., Tilova, N., I Kairupan, D. J., Jamil, M., & Maulidya Jalal, N. (2021). Manajemen Sumber Daya Manusia (Manusia, Data Dan Analisis) (1st ed.). Widina Persada.
Irwanto, Wicaksono H, Ariefa A, & Samosir S. (2019). A-Z Sindrom Down. Pusat Penerbitan dan Percetakan Universitas Airlangga. https://repository.unair.ac.id/89288/1/A-Z%20Sindrom%20Down_compressed.pdf.
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
Iswari, M., & Tarmansyah. (2013). Prosiding Seminar Nasional Pendidikan Khusus. Implementasi Pendidikan Inklusif Yang Berkarakter Menyongsong Kurikulum Nasional 2013, 192–201. http://staff.uny.ac.id/sites/default/files/penelitian/Dr. Sari Rudiyati, M.Pd./PROSEDING- Keberadaan Guru pendamping khusus di Sekolah Inklusif.pdf.
Jatmiko, A. (2016). Memahami dan Mendidik Anak Disleksia. Roceedings of The 1st Annual Internasional Conference on Islamic Early Childhood Education, 1, 159–166. http://ejournal.uin-suka.ac.id/tarbiyah/conference/index.php/iciece/iciece1.
Kholisah, H., & Karlina Majo, H. (2023). Jurnal Bimbingan dan Konseling Terapan Strategi Coping Stres Konselor pada Era New Normal. Jurnal Bimbingan Dan Konseling Terapan, 7(1), 68–74. http://ojs.unpatti.ac.id/index.php/bkt.
Khotimah, H., Supena, A., & Hidayat, N. (2019). Meningkatkan attensi belajar siswa kelas awal melalui media visual. Jurnal Pendidikan Anak, 8(1), 17–28. https://journal.uny.ac.id/index.php/jpa/article/view/22657/12458.
Laya, S., Baba, M. A., & Aisa, S. (2022). Regulasi Diri dan Coping Stess Pada Siswa. Journal of Behavior and Mental Health, 3(2), 122–132. https://doi.org/10.30984/jiva.v3i2.2215.
Lubis, R., Irma, N. H., Wulandari, R., Siregar, K., Tanjung, N. A., Wati, T. A., N, M. P., & Syahfitri, D. (2015). Coping stress pada mahasiswa yang bekerja. Jurnal Diversita, 1(2), 48–57. https://ojs.uma.ac.id/index.php/diversita/article/view/494/339.
Maenner, M. J., Shaw, K. A., Bakian, A. V., Bilder, D. A., Durkin, M. S., Esler, A., Furnier, S. M., Hallas, L., Hall-Lande, J., Hudson, A., Hughes, M. M., Patrick, M., Pierce, K., Poynter, J. N., Salinas, A., Shenouda, J., Vehorn, A., Warren, Z., Constantino, J. N., … Cogswell, M. E. (2021). Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2018. MMWR Surveillance Summaries, 70(11), 1–16. https://doi.org/10.15585/MMWR.SS7011A1
Marvianita, A. (2021). Strategi Coping Stress Pada Guru Pendamping Khusus Yang Mengajar Anak Berkebutuhan Khusus (ABK) [IAIN ]. http://etheses.iainkediri.ac.id/id/eprint/4052.
Maryam, S. (2017). Strategi Coping: Teori Dan Sumberdayanya. Jurnal Konseling Andi Matappa, 1(2), 102–107. https://media.neliti.com/media/publications/177181-ID-strategi-coping-teori-dan-sumberdayanya.pdf.
Masdudi. (2015). Bimbingan dan Konseling Perspektif Sekolah (1st ed.). Nurjati Press. http://repository.syekhnurjati.ac.id/1007/1/Buku%20Bimbingan%20Konseling%20%28Masdudi%29.pdf.
Mita, R. (2015). Wawancara sebuah interaksi komunikasi dalam penelitian kualitatif. Jurnal Ilmu Budaya, 11(2), 71–79. https://doi.org/10.31849/jib.v11i2.1099.
Mufidatun, K. (2017). Strategi Coping Dalam Meminimalisasi Stres Kerja Karyawan Di Bmt Mubarakah Kudus [Sekolah Tinggi Agama Islam Negeri Kudus ]. http://repository.iainkudus.ac.id/id/eprint/2510.
Musradinur. (2016). Stres Dan Cara Mengatasinya Dalam Perspektif Psikologi. Jurnal Edukasi , 2(2), 183–200. https://jurnal.ar-raniry.ac.id/index.php/cobaBK/article/view/815/632.
Nofitasari, A., Ernawati, N., & Warsiyanti. (2015). Teori Dan Metode Pengajaran Pada Anak Dyslexia. Proseding Seminar Nasional PGSD UPY , 172–181. https://www.academia.edu/37373145/proseding_seminar_nasional_pgsd_upy_dengan_tema_strategi_mengatasi_kesulitan_belajar_ketika_murid_anda_seorang_disleksia_167_mengenali_tanda_tanda_disleksia_pada_anak_usia_dini.
Nugroho, Y. J. D., & Khasan, M. (2016). Coping Stress Strategy Pada Guru Anak Berkebutuhan Khusus. Jurnal Psikohumanika, VIII(2), 106–127. https://doi.org/https://doi.org/10.31001/j.psi.v8i2.345.
Pahrevi. (2019). Seorang Anak Berkebutuhan Khusus Diduga Dianiaya Guru di Bekasi. https://megapolitan.kompas.com/read/2019/02/12/16100441/seorang-anak-berkebutuhan-khusus-diduga-dianiaya-guru-di-bekasi.
Permendiknas no. 70, Pub. L. No. 70, Menteri pendidikan nasional (2009). https://luk.staff.ugm.ac.id/atur/bsnp/permendikbud70-2013kd-strukturkurikulum-smk-mak.pdf.
Poerwandari. (2013). Pendekatan Kualitatif untuk Penelitian Perilaku Manusia. LPSP3 UI.
Pratiwi, N., Islamiyah, N., Abshar, S., Hafid, W., & Fikriyah, N. (2023). Efektivitas Psikoedukasi Coping Stress Terhadap Siswa Kelas XI di SMA Negeri 1 Gowa. Jurnal Pengabdian Masyarakat, 2(3), 539–544. https://doi.org/https://doi.org/10.56799/joongki.v2i3.1847.
Putri, V. S., & Fetty, P. S. (2020). Pengaruh stres kerja terhadap kinerja karyawan (studi pada pt lestari busana anggun mahkotadi bagian produksi). Jurnal Mitra Manajemen (JMM Online), 4(2), 195–205. https://doi.org/https://doi.org/10.52160/ejmm.v4i2.339.
Putu D M M, N., & Made A W, N. (2020). Strategi Coping untuk Meningkatkan Subjective Well-Being Single Mother di Bali. Journal of Psychology and Humanities, 1(1), 22–28. https://doi.org/https://doi.org/10.24843/widyacakra.2020.v1.i1.p69191.
Qiftiyah, M., & Calista, W. (2021). Shadow teacher for special needs students : case study class vi taman muda ibu pawiyatan Yogyakarta. EduHumaniora, 13(1), 26–35. https://doi.org/10.17509/eh.v13i1.26273.
Rahayu, H., Sumardjoko, B., & Sumardi, S. (2014). Kontribusi Keterampilan Guru Dalam Pembelajaran Dan Motivasi Berprestasi Terhadap Tanggung Jawab Siswa Dan Dampaknya Pada Kemandirian Belajar PKn SMP. Manajemen Pendidikan, 9(2), 150–156. https://doi.org/10.23917/jmp.v9i2.1696
Rahmania, F. (2016). Tugas Guru Pendamping Khusus (Gpk) Dalam Memberikan Pelayanan Pendidikan Siswa Berkebutuhan Khusus Di Sekolah Inklusif Sd Negeri Giwangan Yogyakarta. Jurnal Widia Ortodidaktika , 5(12), 1252–1263. https://journal.student.uny.ac.id/ojs/index.php/plb/article/view/6432.
Ramli, M. A., Jufri, M., & Djalal, N. M. (2022). Perbedaan Strategi Coping Terhadap Burnout Guru Honorer Sekolah Luar Biasa di Kota Makassar. Jurnall Pendidikan, Sosial, Dan Humaniora, 1(4), 359–368. http://www.ulilalbabinstitute.com/index.php/PESHUM/article/view/469.
Rantina, M. (2015). Peningkatan kemandirian melalui kegiatan pembelajaran practical life. Pendidikan Usia Dini, 9(2), 181–200.
Sarafino, & Smith. (2018). Health Psychology (7th ed.). New Jersey.
Satriawati. (2020). Pendidikan Inklusi. Yayasan Barcode.
Sefrina, F., & Latipun. (2016). Hubungan Dukungan Keluarga Dan Keberfungsian Sosial Pada Pasien Skizofrenia Rawat Jalan. Jurnal Ilmiah Psikologi Terapan, 4(2), 140–161. https://doi.org/https://doi.org/10.35874/jkp.v19i2.918.
Sugiyono. (2019). Metodelogi Penelitian Kuantitatif dan Kualitatif R&D. ALFABETA.
Sumarni, Wahyuni, I., & Eka Damayanti. (2019). Analisis Strategi Coping Terhadap Stress Guru Biologi Di SMA Negeri 5 Jeneponto. Journal of Islamic Education, 1(2), 105–114. http://repositori.uin-alauddin.ac.id/id/eprint/11815.
Sutikno, M. S., & Hadisaputra, P. (2020). Penelitian kualitatif : Metode penelitian kualitatif (1st ed.). Holistica. https://www.researchgate.net/publication/353587963_penelitian_kualitatif.
Syamsudin, A. (2014). Pengembangan instrumen evaluasi non tes (informal) untuk menjaring data kualitatif perkembangan anak usia dini. Jurnal Pendidikan Anak, 3(1), 403–413. https://doi.org/10.21831/jpa.v3i1.2882.
Tarmizi, A. (2020). Strategi shadow teacher dalam membimbing siswa hiperaktif pada sekolah inklusi siswa hiperaktif pada sekolah inklusi di sdn Sumbersari 2 kota Malang (skripsi thesis, Yogyakarta, Indonesia) [Universitas Islam Negeri Maulana Malik Ibrahim Malang]. repository.um.ac.id › 3848.
Wardani, I. A. K. (2016). Hakikat Pendidikan Khusus. In Pengantar Pendidikan Anak Berkebutuhan Khusus (7th ed., pp. 1–51). Penerbit Universitas Terbuka. https://www.scribd.com/document/422968307/PDGK4407-pdf.
Winesa, S. A., & Saleh, A. Y. (2020). Resiliensi sebagai Prediktor Teacher Well-Being. Jurnal Mind Set, 11(2), 116–128. https://journal.univpancasila.ac.id/index.php/mindset/article/view/1446/1068.
Yulianto, J. (2019). Faktor Faktor Yang Memengaruhi Sikap Guru Terhadap Anak Berkebutuhan Khusus Di Sekolah Inklusi [Universitas Katolik Soegijapranata]. http://repository.unika.ac.id/20499/.
Yuwono, I., & Andi, A. p. (2017). Problematika guru pendamping khusus di sd n Gadang 2 Banjarmasin. eprints.ulm.ac.id › 3866.
Zaliavani, Anissa, & Sjaff. (2019). Hubungan Gangguan Fungsi Kognitif Dengan Kejadian Depresi Pada Lansia Di Posyandu Lansia Ikur Koto Wilayah Kerja Puskesmas Ikur Koto Kota Padang. Health & Medical Journal, 1(1), 30–38. https://jurnal.unbrah.ac.id/index.php/heme/article/view/224.
Copyright (c) 2023 Desi Kristiani Sitio, A.M. Diponegoro
![Creative Commons License](http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Please find the rights and licenses in EDUKASIA. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User/Public Rights
EDUKASIA's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, EDUKASIA permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and EDUKASIA on distributing works in the journal and other media of publications. Unless otherwise stated, the authors are public entities as soon as their articles got published.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (EDUKASIA: Jurnal Pendidikan dan Pembelajaran).
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. EDUKASIA will not be held liable for anything that may arise due to the author(s) internal dispute. JOSI will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that EDUKASIA entitles the author(s) to no royalties or other fees.
7. Miscellaneous
EDUKASIA will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. EDUKASIA's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.