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"Skripsi ini membahas karakteristik guru yang baik menurut siswa sekolah dasar. Penelitian ini melibatkan 179 siswa sekolah dasar. Mereka diminta untuk mendeskripsikan karakteristik guru yang baik dengan memberi nilai pada suatu pernyataan mengenai karakteristik guru yang baik pada skala Likert dengan empat pilihan jawaban. Hasil penelitian menunjukkan bahwa terdapat 10 karakteristik utama guru yang baik yang dipersepsikan oleh siswa sekolah dasar. Hasil dari penelitian ini menambahkan data mengenai karakteristik guru yang baik, terutama berdasarkan person perception siswa sekolah dasar.

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The focus of the study is characteristics of good teacher according to elementary school students. 179 elementary school students were participating in the present study. They were asked to describe good teacher characteristics by rating a statement concerning characteristics of a good teacher on a four-point Likert scale. The present study shows 10 main characteristics of a good teacher according to elementary school students?person perception. This finding adds evidence on good teacher characteristics, specifically according to elementary school students? person perception."

"Pendidikan memegang peranan penting dalam mengembangkan kreativitas siswa. Iklim sekolah kreatif dan efikasi diri guru merupakan faktor utama yang dapat memengaruhi perkembangan kreativitas siswa. Penelitian ini bertujuan untuk mengetahui pengaruh efikasi diri guru dalam memediasi iklim sekolah kreatif dan perilaku guru membina kreativitas pada siswa sekolah dasar. Penelitian dilakukan kepada 118 guru sekolah dasar di Jabodetabek. Alat ukur yang digunakan dalam penelitian ini adalah CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), dan I-TSES (Rahayu & Wangid, 2021). Hasil penelitian menunjukkan terdapat full mediation pada hubungan iklim sekolah kreatif dan perilaku guru membina kreativitas siswa yang dimediasi oleh efikasi diri guru. Hal ini menunjukkan bahwa iklim sekolah kreatif dapat memengaruhi perilaku guru membina kreativitas apabila dimediasi oleh efikasi diri guru. Implikasi dari penelitian menekankan bahwa sekolah harus membentuk iklim pembelajaran kreatif dan guru perlu memiliki efikasi diri yang baik agar dapat mengembangkan kreativitas siswa.

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Education plays a vital role in developing students' creativity. Creative school climate and teacher self-efficacy are the main factors that can influence the development of student creativity. This study aims to determine the effect of teacher self-efficacy in mediating creative school climate and creativity fostering teacher behavior in elementary school students. The study was conducted on 118 elementary school teachers in Jabodetabek. The measuring instruments used in this study are CFTI Scales (Soh, 2000), R-SLEQ (Johnson et al., 2007), and I-TSES (Rahayu & Wangid, 2021). The results showed that there was full mediation in the relationship between creative school climate and creativity fostering teacher behavior mediated by teacher self-efficacy. This shows that creative school climate can creativity fostering teacher behavior when mediated by teacher self-efficacy. The implication of the study emphasizes that schools should establish a creative learning climate and teachers need to have good self-efficacy in order to develop students' creativity."

"Penelitian ini dilakukan untuk mengetahui hubungan mindfulness dan perceived school adjustment guru terhadap siswa berkebutuhan khusus di sekolah inklusif. Terdapat dua alat ukur yang digunakan dalam penelitian ini. Variabel mindfulness diukur menggunakan Mindfulness Attention Awarenes Scale (MAAS; Brown & Ryan, 2003) yang diisi oleh 70 guru. School adjustment dari siswa berkebutuhan khusus diukur menggunakan Short Form Teacher Rating Scale of School Adjustment (SFTRSSA; Betts & Rottenberg, 2007) yang telah diadaptasi oleh Yani (2013), dan diisi oleh guru pada 98 siswa. Dari hasil penelitian ini diperoleh kesimpulan bahwa tidak terdapat hubungan yang signifikan antara mindfulness guru dan perceived school adjustment siswa berkebutuhan khusus (r = -0.009; p < 0.05). Dengan demikian, tingkat mindfulness yang dimiliki oleh guru tidak dapat memprediksi school adjustment siswa berkebutuhan khusus di sekolah dasar inklusif.

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The purpose of this study was to find out the relationship between teachers` mindfulness and perceived school adjustment of students with special needs in inclusive schools. There were two instruments used in this study. Teachers` mindfulness was measured using the Mindfulness Attention Awareness Scale (MAAS; Brown & Ryan, 2003) completed by 70 teachers. School adjustment of special needs students was measured using the Short Form Teacher Rating Scale of School Adjustment (SFTRSSA; Betts & Rottenberg, 2007) that has been adapted by Yani (2013), and rated by the teachers for 98 students.

Pearson Correlation analysis result showed that there is no significant relationship between teachers` mindfulness teacher and perceived school adjustment of special needs students (r = -0.009; p < 0.05). That means, teacher`s mindfulness couldn`t predict perceived school adjustment of special needs student at inclusive elementary school."

"Bullying telah menjadi masalah yang serius pada murid sekolah dasar. Guru memiliki peran yang besar dalam mencegah dan menangani bullying di sekolah. Tujuan dari penelitian ini untuk mengetahui gambaran pengetahuan dan sikap guru tentang perilaku bulying yang dilakukan oleh murid sekolah dasar. Desain penelitian ini menggunakan Desain penelitian ini adalah deskriptif cross- sectional yang melibatkan 84 guru sekolah dasar di wilayah Kecamatan Makasar, Jakarta Timur. Hasil penelitian menunjukan hampir separuh responden memiliki pengetahuan yang cukup tentang bullying, yaitu sebesar 42,9. Selain itu, sebagian besar responden memiliki sikap yang positif pada perilaku bullying fisik dan relasional. Namun, separuh responden memiliki sikap yang negatif pada jenis perilaku bullying verbal. Pemberian pelatihan tentang bullying diharapkan mampu meningkatkan kesadaran guru tentang adanya bullying dan mampu menangani bullying dengan cara yang tepat.

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Bullying has been a serious problem among elementary school students. Teacher has an important role in preventing and dealing with bullying in the school. The purpose of the research to describe teacher's knowledge and attitude about bullying in elementary school students. This research is a descriptive cross sectional study that involves 84 elementary school teachers in Makasar, East Jakarta. This study shows that almost half of samples 42,9 have moderate knowledge about bullying. Furthermore, most of the samples have positive attitude in physical and relational bullying. However, half of respondents have negative attitude toward verbal bullying. Providing training about bullying for teacher is expected to increase teacher's awareness about bullying and able to handle bullying in the right way."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher autonomy dan teacher engagement pada guru sekolah dasar. Teacher autonomy yang diukur meliputi pemilihan aktivitas dan kelengkapan pengajaran, peraturan atau standar-standar dalam kelas, perencanaan (termasuk urutan/rangkaian) instruksional, dan pengambilan keputusan atau pembuatan kebijakan melalui 18 item Teaching Autonomy Scale (TAS). Teacher engagement yang diukur meliputi dimensi kognitif, dimensi emosional, dimensi sosial kepada siswa, dan dan dimensi sosial kepada rekan guru menggunakan 16 item Engaged Teacher Scale (ETS). Partisipan penelitian ini adalah 84 orang guru sekolah dasar negeri di Jakarta. Berdasarkan teknik analisis korelasi Pearson Product Moment, tidak ditemukan hubungan positif yang signifikan antara teacher autonomy dan teacher engagement

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This study conducted to investigate the correlation between teacher autonomy and teacher engagement in elementary school teachers. Teacher autonomy consists of the selection of activities and teaching materials, regulations or standards in the classroom, instructional planning (including order/sequence), and decision-making or policy-making which measured by 18 items of Teaching Autonomy Scale (TAS). Teacher engagement was measured by 16 items Engaged Teacher Scale (ETS) which consist of four dimensions, that is cognitive engagement, emotional engagement, social engagement: students, and social engagement: colleagues. Participants of this study were 84 public elementary schools teachers in Jakarta. Based on Pearson Product Moment analysis, no significant positive correlation was found between teacher autonomy and teacher engagement"

"Penelitian ini bertujuan untuk melihat peran kesejahteraan subjektif guru dan iklim sekolah secara bersama terhadap keterlibatan guru di Sekolah Dasar. Terdapat 224 guru Sekolah Dasar di Indonesia yang mengisi Engaged Teacher Scale (ETS), Teacher Subjective Well-Being Questionnaire (TSWQ-BI), dan Revised-School Level Environment Questionnaire (R-SLEQ). Analisis regresi berganda hirarkikal menunjukkan bahwa kesejahteraan subjektif guru dan iklim sekolah terbukti memiliki peran signifikan sebesar 39,8% terhadap keterlibatan guru. Kesejahteraan subjektif guru memiliki peran yang lebih besar terhadap keterlibatan guru di Sekolah Dasar (β=0,423; p<0,001). Temuan ini menunjukkan pentingnya mempertimbangkan kesejahteraan subjektif guru dan iklim sekolah dalam upaya meningkatkan keterlibatan guru di Sekolah Dasar. Sekolah dan pemerintah dapat meningkatkan kesejahteraan guru melalui program pelatihan kompetensi untuk meningkatkan efikasi guru serta membangun iklim sekolah yang positif dan suportif untuk meningkatkan kualitas pendidikan dasar di Indonesia.

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This study aimed to examine the combined roles of teacher subjective well-being and school climate in predicting teacher engagement in elementary schools. A total of 224 elementary school teachers in Indonesia completed the Engaged Teacher Scale (ETS), Teacher Subjective Well-being Questionnaire (TSWQ-BI), and Revised-School Level Environment Questionnaire (R-SLEQ). Hierarchical multiple regression analysis revealed that teacher subjective well-being and school climate jointly accounted for 39.8% of the variance in teacher engagement. Teacher subjective well-being emerged as a stronger predictor of teacher engagement in elementary schools (β=0.423; p<0.001). These findings underscore the importance of considering both teacher subjective well-being and school climate in efforts to enhance teacher engagement in elementary education. Schools and policymakers can promote teacher well-being through competency training programs to enhance teaching efficacy while fostering positive and supportive school climates to elevate the quality of primary education in Indonesia."

"Penelitian ini dilakukan untuk mengetahui hubungan antara mindfulness guru dan mastery motivation, baik mastery motivation secara umum maupun mastery motivation per dimensi, pada siswa berkebutuhan khusus di sekolah dasar inklusif. Mastery motivation siswa diukur berdasarkan penilaian guru terhadap siswa. Pengukuran mindfulness guru menggunakan alat ukur Mindfull Attention Awareness Scale yang disusun oleh Brown dan Ryan (2013) dan pengukuran mastery motivation siswa menggunakan alat ukur Dimensions of Mastery Questionnaire 18 yang disusun oleh Morgan dan kawan-kawan (2015). Partisipan dari penelitian ini berjumlah 138 guru yang mengajar siswa berkebutuhan khusus, kelas satu hingga kelas enam, di Sekolah Dasar Inklusif Kota Depok. Hasil penelitian menunjukkan terdapat hubungan negatif yang signifikan antara mindfulness guru dan mastery motivation siswa. Artinya, semakin tinggi mindfulness guru, maka semakin rendah mastery motivation siswa berkebutuhan khusus tersebut. Berdasarkan hubungan mindfulness guru dan delapan dimensi mastery motivation siswa ditemukan bahwa terdapat hubungan negatif signifikan antara mindfulness guru dan mastery motivation siswa pada dimensi cognitive/object persistence dan dimensi frustration/anger. Hubungan yang negatif pada antara mindfulness guru dan mastery motivation siswa, baik secara keseluruhan maupun per dimensi, menunjukkan bahwa semakin guru memberikan perhatiannya terhadap siswa berkebutuhan khusus dan sadar sepenuhnya terhadap apa yang guru kerjakan selama mengajar, maka usaha anak untuk menguasai keterampilan tertentu secara fokus dan persisten semakin rendah.

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This research was conducted to find the relationship between teacher mindfulness and special needs student mastery motivation, in generally or mastery motivation dimensions spesifically, in inclusive elementary school. Student's mastery motivation is measure based on teacher evaluation. Mindfulness is measured by Mindfulness Attention Awareness Scale compiled by Brown and Ryan (2003), and Mastery motivation is measured by Dimensions of Mastery Questionnaire compiled by Morgan et al. (2015). Participants in this research were 138 teachers who taught special needs student which currently are in the 1st until 6th grade inclusive elementary school in Depok.

The result showed a significant negative relationship between teacher mindfulness and student mastery motivation which mean that the higher the teacher mindfulness, the lower student mastery motivation. Based on correlation between teacher mindfulness and eight dimensions student mastery motivation, the result showed significant negative relationship between teacher mindfulness and student mastery motivation on cognitive/object persistence and frustration/anger. All this negative correlation showed that the more teacher give her attention to special needs student and realized what he or she is doing at class along teaching, the lower special needs student effort solve a problem or master a skill in a focused and persistently."

"Masalah kesehatan akibat makanan yang tidak aman di Indonesia sering terjadi, terutama pada kelompok anak usia sekolah. Tujuan penelitian ini adalah untuk mengetahui pengaruh model kolaborasi guru, siswa, dan keluarga (KOGUSIGA) terhadap peningkatan keamanan makanan pada siswa Sekolah Dasar (SD).Penelitian ini menggunakan disain Quasi Experiment pre-post test dengan menggunakan kelompok kontrol. Sampel guru diambil secara total sampling sebanyak 28. Sampel siswa dan keluarga diambil secara random sampling sebanyak 206, terdiri dari 103 responden kelompok intervensi dan 103 responden kelompok kontrol. Kelompok intervensi diberi perlakuan berupa proses kelompok yang dilakukan selama 10 minggu sebagai implementasi model KOGUSIGA dengan kelengkapan modul untuk perawat dan guru, buku bacaan untuk siswa dan keluarga, dan buku kerja siswa.Hasil menunjukkan model KOGUSIGA memiliki pengaruh yang cukup kuat terhadap pengetahuan keluarga (R2=23,7%); pengaruh yang lemah terhadap keterampilan keluarga (R2=1,7%), pengetahuan siswa dan sikap siswa terhadap pemenuhan nutrisi (R2=3,3%; R2=4,5%); serta pengaruh yang sangat lemah terhadap keterampilan siswa (R2=0,1%). Selain itu, model KOGUSIGA juga berpeluang meningkatkan pemenuhan kebutuhan gizi siswa siang hari sebesar 0,5 kali. Pada penelitian ini disimpulkan bahwa model KOGUSIGA cenderung meningkatkan keamanan makanan siswa. Model KOGUSIGA diharapkan dapat menjadi program intervensi dalam Usaha Kesehatan Sekolah (UKS) dan disarankan perawat kesehatan sekolah menjadi koordinatornya.

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Food insecurity, especially in school-age children often caused health problems. The purpose of this study was to determine the effect of collaboration model for teachers, students, and families (KOGUSIGA) toward food safety in elementary school students (SD).This study applied Quasi Experiment design pre - post test with a control group. A total sampling method applied for teachers, while a random sampling for students. There were 28 teachers and 206 students participated. The intervention group (n=103) were given KOGUSIGA model by having process in group as an intervention strategy. It conducted over 10 weeks (April 2014 - June 2014) and supported with modules for nurses and teachers, textbooks for students and families, and student workbook.The results showed KOGUSIGA model has a strong influence on the family knowledge (R2 =23.7%), but it had weak influence on family skills (R2 =1.7%), students knowledge and attitudes (R2 =3.3%; R2 =4.5%) and a very weak influence on students' skills (R2 = 0.1%). KOGUSIGA model also likely to improve nutritional needs during the day by 0.5 times. It is concluded that KOGUSIGA model tends to promote food safety for students. It is expected that KOGUSIGA model applied under school health nurses? supervision."

"[ABSTRAKPenelitian ini bertujuan untuk mengetahui gambaran locus of control guru SD dalam mempersepsikan penyebab misbehavior siswa ketika belajar di dalam kelas dan mengetahui apakah ada pengaruh atribusi penyebab terhadap strategi guru menangani misbehavior siswa Sekolah Dasar. Ada limaMisbehavioryang digunakan menurut versi guru. Locus of control internal dijelaskan oleh atribusi penyebab dari guru, sedangkan locus of control eksternal dijelaskan oleh atribusi penyebab dari dalam diri siswa, keluarga, dan teman sebaya. Atribusi penyebab tentang misbehaviordiukur dengan alat ukur penyebab masalah perilaku siswa di kelas (FORM KAG)berdasarkan studi literatur dan strategi guru diukur dengan alat ukur strategi penanganan masalah perilaku siswa di kelas (FORM SAG)berdasarkan teori Ormrod (2008). Penelitian dilakukan kepada guru-guru SD Negeri dan SD Swasta di wilayah Jakarta Selatan (N=140).Hasil penelitian menunjukkan guru SD memiliki skorlocus of control eksternal lebih tinggi secara signifikan dalam mempersepsikan lima misbehavior yang digunakan dalam penelitian (M(SD): 2,25(0,455), 2,49(0,503), 2,11(0,377), 2,35(0,425), 2,46(0,486).Hasil penelitian menunjukkan ada pengaruh dari empat atribusi penyebab(dari dalam diri guru, siswa, keluarga, dan teman sebaya) secara bersama-sama terhadap penggunaan strategi guru mendiskusikan masalah secara pribadi dengan siswa(R2= 0,110, F(4,135) =4,165, p< 0,05). Ada pengaruh dari tiga atribusi penyebab(siswa, keluarga, dan teman sebaya) secara bersama-sama terhadap penggunaan strategi guru mengajarkan strategi regulasi diri(R2= 0,059, F(3,136) =2,862, p< 0,05). Ada pengaruh dari atribusi penyebab siswa terhadap penggunaan strategi guru melakukan intervensi (R2= 0,053, F(1,138) =7,706, p< 0,05). Ada pengaruh dari tiga atribusi penyebab(siswa, keluarga, dan teman sebaya) secara bersama-sama terhadap penggunaan strategi guru berunding dengan orang tua (R2= 0,105, F(3,136) =5,319, p< 0,05). Tidak ada pengaruh dari atribusi penyebab guru terhadap penggunaan strategi guru menggunakan manajemen kelas.

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ABSTRACT

The purpose of this study is to have an understanding of the locus of control of elementary school teachers in perceiving the cause of students' misbehavior when studying in the classroom and to understand if there is an influence of the causal attribution on teachers' strategies in handling the misbehavior of elementary school students. There are five types of misbehavior that are used according to teachers. There are four factors of causal attribution which are from the teacher, students, family and peers. Internal locus of control explained by teacher causal attribution. External locus of control explained by student, family, and peers causal attributions. Causal attribution of misbehavior was measured using a cause of student misbehavior in the classroom questionnaire (FORM KAG) based on a study of literature, and teachers' strategies were measured using a handling strategies of students misbehavior in the classroom questionnaire (FORM SAG)based on Ormrod (2008).Participants in this study are 140 teachers from state and private elementary school in South Jakarta.

The results of this study showed that teachers tend to have significantly highe score on external locus of control attributing this to family, student and peers as the cause of the students' misbehavior(M(SD): 2,25(0,455), 2,49(0,503), 2,11(0,377), 2,35(0,425), 2,46(0,486).

The results show that there is an impact from the four causal attribution (teacher, student, family and peers) togetherwhen using discussing problem privately with studentstrategy(R2= 0,110, F(4,135) =4,165, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using teaching self regulation strategies (R2= 0,059, F(3,136) =2,862, p< 0,05). There is an impact from student causal attribution when using interventionsstrategy (R2= 0,053, F(1,138) =7,706, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using conferring wth parentsstrategy (R2= 0,105, F(3,136) =5,319, p< 0,05). There is no impact from teacher causal attribution when using classroom management strategy.

, The purpose of this study is to have an understanding of the locus of control of elementary school teachers in perceiving the cause of students' misbehavior when studying in the classroom and to understand if there is an influence of the causal attribution on teachers' strategies in handling the misbehavior of elementary school students. There are five types of misbehavior that are used according to teachers. There are four factors of causal attribution which are from the teacher, students, family and peers. Internal locus of control explained by teacher causal attribution. External locus of control explained by student, family, and peers causal attributions. Causal attribution of misbehavior was measured using a cause of student misbehavior in the classroom questionnaire (FORM KAG) based on a study of literature, and teachers' strategies were measured using a handling strategies of students misbehavior in the classroom questionnaire (FORM SAG)based on Ormrod (2008).Participants in this study are 140 teachers from state and private elementary school in South Jakarta.

The results of this study showed that teachers tend to have significantly highe score on external locus of control attributing this to family, student and peers as the cause of the students' misbehavior(M(SD): 2,25(0,455), 2,49(0,503), 2,11(0,377), 2,35(0,425), 2,46(0,486).

The results show that there is an impact from the four causal attribution (teacher, student, family and peers) togetherwhen using discussing problem privately with studentstrategy(R2= 0,110, F(4,135) =4,165, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using teaching self regulation strategies (R2= 0,059, F(3,136) =2,862, p< 0,05). There is an impact from student causal attribution when using interventionsstrategy (R2= 0,053, F(1,138) =7,706, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using conferring wth parentsstrategy (R2= 0,105, F(3,136) =5,319, p< 0,05). There is no impact from teacher causal attribution when using classroom management strategy.

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