HUBUNGAN ANTARA REGULASI EMOSI DENGAN PROBLEM FOCUSED COPING PADA GURU HONORER SD NEGERI DI KECAMATAN SURADADI KABUPATEN TEGAL

Abstract

ABSTRAK Guru honorer merupakan guru yang mengabdi dan belum memiliki kesempatan untuk menjadi Aparatur Sipil Negara (ASN). Besarnya tuntutan pekerjaan dapat menimbulkan stres, sehingga perlu bagi seorang guru untuk melakukan problem focused coping dan mengelola berbagai emosi dengan melakukan regulasi emosi. Problem focused coping merupakan strategi coping mengembangkan potensinya dengan mengambil tindakan secara langsung guna mengurangi tuntutan dari stressor yang ada. Regulasi emosi merupakan kemampuan individu untuk menyadari, memahami, mengelola, dan memodifikasi respon emosi yang muncul untuk mencapai tujuan individu. Penelitian ini bertujuan untuk mengetahui hubungan antara regulasi emosi dengan problem focused coping pada guru honorer SD Negeri. Populasi dalam penelitian ini berjumlah 30 SD Negeri (150 guru) dengan sampel penelitian sebanyak 22 SD Negeri (105 guru). Teknik pengambilan sampel yang digunakan yaitu teknik purposive sampling. Alat ukur yang digunakan adalah Skala Regulasi Emosi (26 aitem α=0,872) dan Skala Problem Focused Coping (28 aitem α=0,914). Analisis Spearman’s rank menunjukkan adanya hubungan positif yang signifikan antara Regulasi Emosi dengan Problem Focused Coping (rxy = 0,574;p=0,000). Artinya semakin baik regulasi emosi, maka semakin baik problem focused coping. Sebaliknya, semakin buruk regulasi emosi maka semakin buruk problem focused coping. Kata Kunci: Regulasi Emosi, Problem Focused Coping, Guru Honorer ABSTRACT Honorary teachers are non civil-servant teaching personnels whow dedicate themselves in educating and teaching. A big work pressure contributes in causing stress among the teachers, which make problem focused coping and abitility to manage various emotions through emotional regulation necessary. Problem focused coping is a coping strategy by taking immediate action to decrease demands within stressors that appear. Emotional regulation is an individual ability to monitor, manage, and modify appearing emotional response to reach its goal. This study aims to determine the correlation between emotional regulation and problem focused coping on honorary teachers of primary school. Purposive sampling technique is used as sampling technique. Based on 150 honorary teachers as the population and 105 teachers for research sample. The measuring instruments used are emotional regulation scale (26 items;α=0,872) and problem focused coping scale (28 items;α=0,914). Data were analyzed using Spearman’s Rank showed that there was a significant positive correlation between emotional regulation and problem focused coping on honorary teachers of primary school (rxy = 0,574;p=0,000). This result shows that the better emotional regulation, the better problem focused coping. On the contrary,the worse emotional,the worse problem focused coping. Keywords: Problem Focused Coping, Emotional Regulation, Honorary Teacher