Hubungan Kecerdasan Emosional dan Teacher Self-Efficacy pada Guru Sekolah Dasar Al-Mabrur

Muthmainnah Khairul Alam, Dewi Rosiana

Abstract


Abstract. Al-Mabrur Elementary School presents an education service called the acceleration program in the inclusion setting. Teachers have a heavy burden during the learning process because they have to be able to handle normal students, special bright students with special gift, and students with special needs at the same time. Whereas in the real situation, there were only 4% of teachers with special educational backgrounds from 23 teachers and there were no class assistants. But it does not prevent them from continuing to teach while handling students with different abilities. The teacher has the confidence to be able to overcome difficult situations inside and outside the classroom. They also realize that in order to cope with difficult situations one must have a good mood or feeling because it affects teaching strategies and classroom management. The purpose of this study was to determine the closeness of the relationship between emotional intelligence and teacher self-efficacy in teachers at Al-Mabrur Elementary School. Measuring instruments used are emotional intelligence constructed based on the theoretical framework of Goleman (2009) and adaptation of the Ohio State Teacher Efficacy Scale (OSTES) compiled by Tschannen-Moran, M & Hoy, A. W. (2001). The method used is the correlational method with the Spearman rank technique performed on 23 teachers. Correlation results show a correlation coefficient of 0.727 with a significance value of 0.000 which indicates a close relationship between emotional intelligence and teacher self-efficacy.

Keywords: Acceleration program in the inclusion setting, Emotional Intelligence, Teacher Self-Efficacy.

 

Abstrak. Sekolah Dasar Al-Mabrur menyuguhkan layanan pendidikan yang disebut sebagai program akselerasi dalam setting inklusi. Guru memiliki beban berat selama proses pembelajaran karena harus mampu menangani siswa normal, siswa cerdas istimewa berbakat istimewa, dan siswa berkebutuhan khusus sekaligus. Sedangkan keadaan riilnya, guru yang memiliki latar belakang pendidikan khusus hanya 4% dari 23 guru dan tidak ada guru pendamping kelas. Namun beratnya beban yang dimiliki tidak menghalangi mereka untuk tetap mengajar sekaligus menangani siswa dengan kemampuan berbeda-beda. Guru memiliki keyakinan mampu mengatasi situasi sulit di dalam maupun di luar kelas. Mereka juga menyadari bahwa untuk dapat mengatasi situasi sulit harus memiliki mood atau perasaan yang baik karena memengaruhi strategi mengajar dan manajemen kelas. Tujuan penelitian ini untuk mengetahui keeratan hubungan antara kecerdasan emosional dan teacher self-efficacy pada guru di Sekolah Dasar Al-Mabrur. Alat ukur yang digunakan adalah kecerdasan emosional yang dikonstruksi berdasarkan kerangka teori dari Goleman (2009) dan adaptasi dari Ohio State Teacher Efficacy Scale (OSTES) yang disusun oleh Tschannen-Moran, M & Hoy, A. W. (2001). Metode yang digunakan adalah metode korelasional dengan teknik rank spearman yang dilakukan pada 23 guru. Hasil korelasi menunjukkan koefisien korelasi sebesar 0.727 dengan nilai signifikansi 0.000 yang menunjukkan adanya hubungan yang erat antara kecerdasan emosional dan teacher self-efficacy.

Kata Kunci: Akselerasi dalam setting inklusi, Kecerdasan emosional, Teacher self-efficacy.


Keywords


Akselerasi dalam setting inklusi, Kecerdasan emosional, Teacher self-efficacy

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References


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