Electronic Theses and Dissertation

Guru yang mengajar anak berkebutuhan khusus (abk) di sekolah inklusi memiliki banyak tantangan dibandingkan guru non-inklusi. secara tidak langsung tantangan dari pekerjaan tersebut berpengaruh terhadap emosinya, oleh karena itu dibutuhkan regulasi emosi yang baik. salah satu strategi yang memengaruhi regulasi emosi yaitu mindfulness, karena mindfulness dapat membantu seseorang fokus pada proses dan tujuan hidup, serta mampu mengontrol pikiran agar tidak bereaksi secara berlebihan terhadap kondisi yang tidak menyenangkan. penelitian ini bertujuan untuk menganalisis keterkaitan antara mindfulness dengan regulasi emosi pada guru yang mengajar abk di sekolah inklusi di aceh melalui pendekatan kuantitatif dengan metode korelasi. sebanyak 116 guru sekolah inklusi terlibat sebagai sampel penelitian yang dipilih menggunakan teknik non probability sampling jenis insidental. regulasi emosi diukur menggunakan emotion regulation questionnaire (erq), sedangkan mindfulness diukur menggunakan mindful attention awareness scale (maas). hasil analisis data menunjukkan data tidak terdistribusi normal dan tidak linier, sehingga uji hipotesis menggunakan spearman-brown formula yang menunjukkan nilai signifikansi (p) = 0,992 untuk variabel mindfulness dengan dimensi cognitive reappraisal, dan (p) = 0,901 untuk variabel mindfulness dengan dimensi expressive suppression. hasil tersebut menunjukkan bahwa tidak terdapat hubungan antara mindfulness dengan regulasi emosi pada guru yang mengajar abk. kata kunci: mindfulness, regulasi emosi, guru sekolah inklusi, anak berkebutuhan khusus (abk)

Teachers who teach children with special needs in inclusive schools have many challenges compared to non-inclusive teachers. Indirectly, the challenges of the work affect their emotions, therefore good emotion regulation is needed. One strategy that affects emotion regulation is mindfulness, because mindfulness can help a person focus on life processes and goals, and be able to control the mind so as not to overreact to unpleasant conditions. This study aims to analyze the relationship between mindfulness and emotion regulation in teachers who teach children with special needs in inclusive schools in Aceh through a quantitative approach with the correlation method. A total of 116 inclusive school teachers were involved as the research sample selected using non-probability incidental type. Emotion regulation was measured using the Emotion Regulation Questionnaire (ERQ), while mindfulness was measured using the Mindful Attention Awareness Scale (MAAS). The results of data analysis showed that the data were not normally distributed and not linear, so that the hypothesis was tested using the Spearman-Brown Formula which showed a significance value (p) = 0.992 for the mindfulness dimensions cognitive reappraisal, and (p) = 0.901 for the mindfulness dimensions. expressive suppression. These results indicate that there is no relationship between mindfulness and emotion regulation in teachers who teach children with special needs. Keywords: Mindfulness, Emotion Regulation, Inclusive School Teachers, Children with Special Needs