Electronic Theses and Dissertation

Anak berkebutuhan khusus membutuhkan lebih banyak bimbingan dalam proses pendidikannya karena gangguan atau kelainan yang mereka miliki. Guru sebagai penanggung jawab dalam pendidikan anak berkebutuhan khusus memiliki pekerjaan yang tidak mudah dalam mendidik, mengarahkan, melatih, dan mengevaluasi proses pendidikan situasi ini sering membuat guru mengalami burnout. Tujuan penelitian ini untuk mengetahui gambaran burnout (kelelahan emosional, depersonalisasi, dan penurunan pencapaian pribadi) pada guru yang mendidik anak berkebutuhan khusus di SLB Kota Banda Aceh. Penelitian ini menggunakan metode deskriptif kuantitatif dengan desain cross-sectional study. Multistage random sampling digunakan sebagai teknik pengambilan sampel dan 86 guru dipilih menjadi responden. Teknik pengumpulan data menggunakan kuesioner Maslach Burnout Inventory-Educators Survey (MBI-ES). Hasil menunjukkan bahwa 72 responden (83,7%) mengalami burnout rendah dan 14 responden (16,3%) burnout sedang. Berdasarkan hasil penelitian dapat disimpulkan bahwa guru yang mendidik anak berkebutuhan khusus di SLB Kota Banda Aceh mayoritas mengalami burnout rendah. Diharapkan hasil ini dapat dipertahankan dan guru dapat mengutamakan kesehatan fisik dan mental serta memanajemen waktu secara efektif sehingga dapat mengurangi burnout yang dialami.

Children with disabilities require more guidance and additional support. There are numerous obstacles for teachers in the way of the work they do when it comes to teaching students with disabilities. These difficulties frequently lead to burnout. The purpose of this study is to describe the burnout (emotional exhaustion, depersonalization, and decreased personal achievement) that teachers of students with disabilities go through. This study has a cross-sectional design and is quantitative with a descriptive methodology. The samples were recruited using multi-stage random sampling, and 86 teachers of children with disabilities were selected as respondents. The Maslach Burnout Inventory-Educators Survey (MBI-ES) was employed as a questionnaire for data collection. The findings showed that 72 teachers (83.7%) experienced low burnout and 14 teachers (16.3%) experienced moderate burnout. Thus, we can conclude that the majority of teachers working with children who have disabilities had minimal levels of burnout. This situation must continue to be maintained and improved by providing opportunities for teachers to attend various seminars and training on how to be good teachers for students with disabilities.