Open Journal Systems

Occupational Well-Being of School Staff in Full Day and Half Day School Teachers

Ulifa Rahma(1), Yulia Dwi Anggreni(2), Faizah Faizah(3*), Yuliezar Perwira Dara(4)

(1) Universitas Brawijaya
(2) Universitas Brawijaya
(3) Universitas Brawijaya
(4) Brawijaya University
(*) Corresponding Author

PDF

doi: https://doi.org/10.24127/gdn.v10i1.2748



Abstract

This research is a phenomenology study in qualitative about the portrayal of occupational well-being of school staff at Full Day School and Half Day School in Senior High School teachers, which is based on Saaranen's theory (2012). The interviews were used as data. Purposive sampling, eight primary teachers were selected, including four teachers from Universitas Negeri Malang Laboratory Senior High School as the full-day school and four teachers from Panjura Senior High School as a half-day school. Milles and Huberman were used as the data analysis following by triangulation techniques. The results showed that full-day and half-day schools needed to maintain the positive aspects that were fulfilled and improve improvement. A full-day school, the elements that have fulfilled are the workers' health and resources, professional competence, working conditions, and working communities. Meanwhile, the factors that have fulfilled are the aspects of the working community, the workers’ health and resources, and professional competence at half day school. In contrast, the element that needs to improve in this school is working conditions. 

Penelitian ini merupakan penelitian kualitatif jenis fenomenologi mengenai gambaran occupational well-being of school staff pada guru Sekolah Menengah Atas Full Day School dan Half Day School, yang berdasar pada teori Saaranen (2012). Data yang digunakan oleh peneliti melalui wawancara, dengan menggunakan purposive sampling sebanyak delapan guru primer diantaranya empat guru di SMA Laboratorium Universitas Negeri Malang sebagai sekolah full day dan empat guru di SMA Panjura sebagai sekolah half day. Analisis data yang digunakan yaitu analisis data Milles dan Huberman serta menggunakan teknik triangulasi sumber. Hasil penelitian menunjukkan bahwa sekolah fullday dan halfday perlu mempertahankan aspek positif yang terpenuhi dan meningkatkan hal yang masih perlu diperbaiki. Pada sekolah full day, aspek yang telah terpenuhi yaitu aspek workers health and resources, professional competence, working conditions dan working community. Pada sekolah half day, yang telah terpenuhi yaitu aspek working community, workers health and resources, dan professional competence, sedangkan untuk aspek yang perlu ditingkatkan pada sekolah ini yaitu aspek working conditions.

 


Keywords


occupational; well-being; school staff, phenomenology; teachers

Creative Commons License
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling is licensed under a Creative Commons Attribution 4.0 International License.


References


Aldinger, C., Zhang, X.W., Liu, L.Q., Pan, X.D., Yu, S.H., Jones, J. and Kass, J. (2008). Changes in attitudes, knowledge and behavior associated with implementing a comprehensive school health program in a province of China. Health Education Research, 23(6),1049-1067.

Ahmad, S. (2014). Problematika kurikulum 2013 dan kepemimpinan instruksional kepala sekolah. Jurnal Pencerahan , 8(2), 98-108 .

Edy, C. W. (2016, September 24). Memaknai guru sebagai pembelajar. Retrieved Mei 2018, from Tribun Jateng: http://jateng.tribunnews.com

Eman. (2017, Oktober). Tiga SMA Negeri kembali ke enam hari sekolah. Retrieved Desember 2017, from KC-Online mitra dialog terbaik: www.kabar-cirebon.com

Eri. (2017, Agustus). Tolak full day school, kabupaten pilih enam hari sekolah. Retrieved Desember 2017, from Malang Post: www.malang-post.com

Fatimah, Djailani, & Khairuddin. (2015). Komunikasi kepala sekolah dalam meningkatkan kinerja guru pada SMA Negeri 1 Geumpang Kabupaten Pidie. Jurnal Administrasi Pendidikan, 3(4), 149-159.

Herdiana, I. (2007, Maret). Kabar Indonesia. Retrieved Desember 2017, from www.kabarindonesia.com

Herdiansyah, H. (2015). Metodologi penelitian kualitatif untuk ilmu psikologi .Jakarta: Salemba Medika.

Hyvarinen, S., Uusiautti, S, & Määttä, K. (2014). Having many irons in the fire — finnish female leaders’ school memories. Journal of Education and Learning, 3(2), 1-13.

Iftayani, I., & Nurhidayati. (2016). Self concept, self esteem and school system: the study of compsration between full day school and half full day school in Purworejo. Journal of Guidance and Counseling , 5(1), 53-60.

Ika. (2016, Agustus 12). Full day school Untuk Pembentukan Karakter. pp. 1-3.

Agung, I. (2017). Peran fasilitator guru dalam Penguatan Pendidikan Karakter (PPK). Jurnal Perspektif Ilmu Pendidikan, 31(2), 106-119.

Kemendikbud. (2017, Juni 30). Kemendikbud: Lima Hari Sekolah Bukan Full day school. Retrieved Desember 25, 2017, from Kemendikbud: http://www.kemendikbud.go.id

Konu, A., Alanen, E., Lintonen, T., & Rimpela, M. (2002). Factor structure of the school well being model. Health Education Research, 17(6) 732-742.

Krisnawanti, A. (2016). Kerjasama guru dengan orangtua membentuk karakter disiplin siswa kelas V SD Negeri Gembongan. Jurnal Pendidikan Guru Sekolah Dasar, 5(18), 24-32.

Lasek. J., Loudova. I., & Vacek. P. (2007). Teacher’s subjective well-being as an influential factor in feeling responsible for student’s achievement a School. Citizenship Education in Society : Proceedings of the Ninth Conference of the Children’s Identity and Citizenship in Europe Thematic Network. London : Cice.

Moleong, L. J. (2014). Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya.

Niswah, A. (2016). Dampak Full day school dalam Meningkatkan Prestasi Anak di Sekolah. Seminar Nasional Repositioning Full day school Pendidikan Formal, Non Formal, dan Informal (pp. 23-27). Malang: Universitas Negeri Malang.

Nuramdani, M. (2017, Agustus). Liputan 6. Retrieved Desember 2017, from new.liputan6.com.

Rida, M., Dantes, N., & Dantes, K.R. (2013). Hubungan Motivasi Kerja, Masa Kerja dan Kesejahteraan Guru terhadap Profesionalisme Guru Sekolah Dasar Negeri di Gugus II kecamatan Sukasada. E-Journal Program Pascasarjana Universitas pendidikan Ganesha, 3, 1-10.

Rohmad, A. (2016). Full day school Harapan Bangsa Yang Berkarakter. Seminar Nasional Repositioning Full day school Pendidikan Formal, Non Formal, dan Informal (pp. 28-36). Malang: Universitas Negeri Malang.

Rohman, M. (2016). Problematika guru dan dosen dalam program pendidikan nasional. Cendekia, 14(1), 49-71 .

Saaranen, T., Tossavainen, K., Turunen, H., & Vertio, H. (2006a). Occupational wellbeing in a school community – staff’s and occupational health nurses’ evaluations. Teaching and Teacher Education, 22(6), 740-752

Saaranen, T., Sormunen, M., Pertel, T., Streimann, K., Hansen, S., Varava, L., et al. (2012). The occupational well‐being of school staff and maintenance of their ability to work in Finland and Estonia – focus on the school community and professional competence. Health Education , 112 (3), 236-255.

Saaranen, T., Pertel, T., Streimann, K., Laine, S., & Tossavainen, K. (2015). Occupational Well-being of School Staff: Experiences and results from an action research project realised in Finland and Estonia in 2009–2014. Finlandia: University of Eastern Finland.

Santrock, J. W. (2014). Psikologi pendidikan. Jakarta: Salemba Humanika.

Siregar, L.Y.S. (2017). Full day school Sebagai Penguatan Pendidikan Karakter (Perspektif Psikologi Pendidikan Islam). Fikrotuna Jurnal Pendidikan dan Manajemen Islam, 5(2), 306-319.

Srinalia. (2015). Faktor-Faktor Penyebab Rendahnya Kinerja Guru dan Korelasinya terhadap Pembinaan Siswa: Studi Kasus di SMAN 1 Darul Imarah Aceh Besar. Jurnal Ilmiah DIDAKTIKA, 15(2), 193-207.

Van Horn, J. E., Taris, T. W., Schaufeli, W. B., & Schreurs, P. J. G. (2004). The structure of occupational well-being: A study among Dutch teach- ers. Journal of Occupational and Organizational Psychology, 77(3), 365–375.

Wardhani, R. D. (2017). Peran kesehatan mental bagi guru dalam proses belajar mengajar di sekolah. Prosiding Seminar Nasional Pendidikan FKIP UNTIRTA.


Ulifa Rahma
Universitas Brawijaya
IndonesiaPsikologi

Yulia Dwi Anggreni
Universitas Brawijaya
IndonesiaPsikologi

Faizah Faizah
Universitas Brawijaya
IndonesiaPsikologi

Yuliezar Perwira Dara
Brawijaya University
IndonesiaPsikologi


10.24127/gdn.v10i1.2748

28 Views, 0 Download Vol 10, No 1 (2020) Section: ARTICLES Submitted: 2020-04-12 Published: 2020-06-30