EMOSI GURU DALAM PENDIDIKAN INKLUSIF SELAMA MASA PANDEMI COVID-19

Suprihatin Suprihatin; Murni Winarsih; Siti Nuraini Purnamawati

doi:10.17509/pdgia.v19i1.29870

EMOSI GURU DALAM PENDIDIKAN INKLUSIF SELAMA MASA PANDEMI COVID-19

Suprihatin Suprihatin, Murni Winarsih, Siti Nuraini Purnamawati

Abstract

Abstrak

Penelitian ini bertujuan untuk menggambarkan keadaan emosi para guru umum di mana di kelas mereka terdapat anak berkebutuhan khusus selama masa pandemi Covid-19. Penelitian ini merupakan penelitian survei dengan menggunakan anket terbuka tertutup dan dalam artikel ini yang dilaporkan hanya bagian angket terbuka. Ada 3 pertanyaan terbuka dalam angket tersebut yang terdiri dari 2 pertanyaan yang berhubungan dengan emosi dan 1 pertanyaan berhubungan dengan efikasi diri. Data yang diperoleh melalui pertanyaan terbuka tersebut kemudian dianalisis menurut saran dari Auerbach and Silverstein. Hasil penelitian menunjukkan bahwa para guru memunculkan emosi yang bervariasi baik pada saat pertama kali mengetahui kalau di kelas mereka ada murid berkebutuhan khusus maupun saat pertama kali mengajar. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa emosi positif para partisipan perlu selalu dijaga agar mereka bisa membelajarkan murid berkebutuhan khusus secara lebih baik.

Abstract

This study aims to describe the emotional state of general teachers where there are children with special needs in their class during the Covid-19 pandemic. This research is a survey research using an open ended questionnaire which in this article only the open questionnaire is reported. There were 3 open questions consisting of 2 questions related to emotions and 1 question related to self-efficacy. The data obtained through open questions were then analyzed according to suggestions from Auerbach and Silverstein. The results showed that the teachers generated varied emotions both when they first found out that there were students in their class with special needs and when they first taught them. Based on the results of this study, it can be concluded that the positive emotions of the participants need to be maintained so that they can better teach students with special needs.

Keywords

Emosi Guru, Pendidikan Inklusif

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DOI: https://doi.org/10.17509/pdgia.v19i1.29870