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"Penelitian ini bertujuan mengidentifikasi kinerja gu SD yang bergender wanita dalam menjalankan perannya sebagai instruktur pengentasan buta aksara. Penelitian dilaksanakan di 3 Kecamatan di Kabupaten Tangerang: Neglasari, Pinang dan Priok dimulai bulan September sampai dengan November 2007. Pengumpulan data dilaksanakan melalui pengamatan langsung dan wawancara naturalistik dengan penyandang buta aksara dan instruktur buta aksara yang diambil secara acak. wawancara naturalistik juga dilakukan terhadap Pengelola Sanggar Belajar , Pejabat Pemda , Pejabat subdinas Pendidikan Tingkat Kabupaten dan Ketua Kelompok Belajar untuk mendapatkan data tentang kelangsungan program pengentasan buta aksara. Hasil penelitian menunjukkan bahwa para guru SD masih tetap berperilaku sebagai sebagai guru SD pada saat menjalankan perannya sebagai instruktur buta aksara bagi kelompok orang dewasa, peserta program PBA lebih menyukai instruktur wanita dibanding laki-laki, dan peran Pemerintah daerah sebagai penyandang dana sangat dominan dalam memelihara kelangsungan program PBA di daerah. Disarankan agar para guru SD yang menjadi instruktur buta aksara merubah cara pendekatan pedagogik yang merupakan landasan metode pembelajaran bagi orang dewasa."

"Topik kesejahteraan pada guru menjadi pembahasan yang terus bergulir dari tahun ke tahun. Hingga saat ini, guru masih dianggap sebagai salah satu profesi dengan tingkat stres yang cukup tinggi, tak terkecuali guru di sekolah dasar yang tugasnya lebih menantang dibandingkan guru di jenjang pendidikan lain. Padahal, stres pada guru dapat memengaruhi berbagai aspek, bukan hanya terhadap proses belajar siswa, melainkan juga pemenuhan kebutuhan personal guru itu sendiri. Oleh karena itu, penting bagi guru untuk memiliki teacher subjective well-being yang baik. Salah satu faktor yang diduga dapat memengaruhi teacher subjective well-being adalah self-compassion. Penelitian ini hadir untuk mengeksplorasi hubungan antara self-compassion dan teacher subjective well-being pada guru sekolah dasar dengan menggunakan Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) dan Self-Compassion Scale (SCS-LF; Neff, 2003a). Melalui 224 partisipan yang mengikuti penelitian ini, ditemukan korelasi positif yang signifikan antara self-compassion dengan teacher subjective well-being (r = 0,389, p < 0,01). Dalam hal ini, komponen-komponen positif dalam self-compassion mampu membantu guru sekolah dasar memaknai perannya lebih dalam sehingga teacher subjective well-being pada guru meningkat.

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The topic of teacher well-being is commonly discussed over time. Up to this day, teacher is still mainly named as one of the most stressful job, not to mention elementary school teachers whose demands are more challenging than other secondary teachers. This topic is appealing since teacher’s stress influences some aspects, not only student’s learning process, but also teacher’s journey on personal growth. Therefore, it is important for teacher to maintain a good level of teacher subjective well-being. One of the factors expected to be affecting teacher subjective well-being is self-compassion. This study aimed to explore the correlation between self-compassion and teacher subjective well-being among elementary school teachers using Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) and Self-Compassion Scale (SCS-LF; Neff, 2003a). Through the participation of 224 elementary school teachers, a positive, significant correlation is found between self-compassion and teacher subjective well-being (r = 0,389, p < 0,01). In this case, the positive components of self-compassion can help elementary school teachers grasp the meaning of their own role, thus increasing their teacher subjective well-being."

"[Sertifikasi guru adalah program penting dalam meningkatkan kualitas pendidikan nasional. Implementasi adalah kunci sukses sebuah program. Kegagalan dalam melaksanakan programberarti kegagalan dalam mencapai tujuan dari program tersebut.Fokus penelitian ini adalah untuk Menganalisis Pelaksanaan Kebijakan Sertifikasi Guru Sekolah Dasar Negeri Di Kecamatan Sekampung Udik Kabupaten Lampung Timur Tahun 2014 dengan menggunakan faktor-faktor interaktif yang digagas oleh Merille S. Grindle yaitu isi kebijakan dan lingkungan kebijakan. Keberperanan faktor-faktor tersebut sangat bermakna bagi implementasi kebijakan. Penelitian ini menggunakan pendekatan post positivis melalui metode kualitatif dengan model studi kasus. Subyek penelitiannya adalah pegawai Dinas Pendidikan Dan Kebudayaan ProvinsiLampung dan Dinas Pendidikan Pemuda Dan Olahraga Kabupaten Lampung Timur, Pegawai LPMP Provinsi Lampung, LPTK penyelenggara rayon 107 Universitas Lampung, pengawassekolah, kepala sekolah, Unit Pelaksana Dinas Kecamatan Sekampung Udik, dan juga guru sekolah dasar negeri di Kecamatan Sekampung Udik. Teknik pengumpulan data yang digunakan adalah wawancara dan studi dokumentasi. Hasil peneltian ini menunjukkan bahwa implementasi kebijakan sertifikasi guru sekolah dasar negeri di Kecamatan Sekampung Udik Kabupaten Lampung Timur Tahun 2014 telah memenuhi sembilan indikator dari unsur implementasi kebijakan publik model Merille S Grindle walaupun belum sempurna. Variabel lingkungan implementasi (cntext of implementation) merupakanunsur yang paling lemah dalam pelaksanaan kebijakan sertifikasi guru. Peningkatan koordinasi merupakan solusi alternatif untuk permasalah pelaksanaan kebijakan sertifikasi guru di Kecamatan Sekampung Udik.

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Teachers certification is an important program to improve the quality of national education. The implementation of the program is the key to success. Failure to implement the program means failure to achieve the goal.The focus of this research is to analyze the implementation of teachers certification policy at public elementary school in Sekampungudiksubdistrict, East Lampung

regency in 2014 using interactive factors initiated by MerilleS. Grindle which are policy content and policy environment. The influences of those factors are very meaningful for policy implementation. This research using post positivis approach by qualitative method with case study model. Research object are employees of Education And Culture Department Lampung Province, Youth Education And Sport Department East Lampung Regency, LPMP East Lampung's Employees, LPTK Administrator Area 107 Lampung University, school superintendent, head master, service, UPDT Sekampung Udik Sub District, and elementary school?s teachers in Sekampung Udik Subdistrict. Data collection method in this research are interview and documentation study. Research result show that implementation of teacher certification policy in Sekampung Udik sub district, East Lampung regency in 2014 has been for qualified nine indicator from public policy's Implementation element Merille'S Grindle's model although it is not perfect yet. Environmental implementation variable (context of implementation) is the weaknest element in teacher?s policy implementation. Strengthen the coordination is an alternative solution for teachers certification policy?s problem in Sekampung Udik sub district. Teachers certification is an important program to improve the quality of national education. The implementation of the program is the key to success. Failure to implement the program means failure to achieve the goal.The focus of this research is to analyze the implementation of teachers certification policy at public elementary school in Sekampung udik subdistrict, East Lampung regency in 2014 using interactive factors initiated by MerilleS. Grindle which are policy content and policy environment. The influences of those factors are very meaningful for policy implementation. This research using post positivis approach by qualitative method with case study model. Research object are employees of Education And Culture Department Lampung Province, Youth Education And Sport Department East Lampung Regency, LPMP East Lampung’s Employees, LPTK Administrator Area 107 Lampung University, school superintendent, head master, service, UPDT Sekampung Udik Sub District, and elementary school’s teachers in Sekampung Udik Subdistrict. Data collection method in this research are interview and documentation study. Research result show that implementation of teacher certification policy in Sekampung Udik sub district, East Lampung regency in 2014 has been for qualified nine indicator from public policy’s Implementation element Merille S Grindle’smodel although it is not perfect yet. Environmental implementation variable (context of implementation) is the weaknest element in teacher’s policy implementation. Strengthen the coordination is an alternative solution for teachers certification policy’s problem in Sekampung Udik sub district. Teachers certification is an important program to improve the quality of national education. The implementation of the program is the key to success. Failure to implement the program means failure to achieve the goal.The focus of this research is to analyze the implementation of teachers certification policy at public elementary school in Sekampungudiksubdistrict, East Lampung

regency in 2014 using interactive factors initiated by MerilleS. Grindle which are policy content and policy environment. The influences of those factors are very meaningful for policy implementation. This research using post positivis approach by qualitative method with case study model. Research object are employees of Education And Culture Department Lampung Province, Youth Education And Sport Department East Lampung Regency, LPMP East Lampung’s Employees, LPTK Administrator Area 107 Lampung University, school superintendent, head master, service, UPDT Sekampung Udik Sub District, and elementary school’s teachers in Sekampung Udik Subdistrict. Data collection method in this research are interview and documentation study. Research result show that implementation of teacher certification policy in Sekampung Udik sub district, East Lampung regency in 2014 has been for qualified nine indicator from public policy’s Implementation element Merille S Grindle’smodel although it is not perfect yet. Environmental implementation variable (context of implementation) is the weaknest element in teacher’s policy implementation. Strengthen the coordination is an alternative solution for teachers certification policy’s problem in Sekampung Udik sub district., Teachers certification is an important program to improve the quality of national education. The

implementation of the program is the key to success. Failure to implement the program means

failure to achieve the goal.The focus of this research is to analyze the implementation of teachers

certification policy at public elementary school in Sekampungudiksubdistrict, East Lampung

regency in 2014 using interactive factors initiated by MerilleS. Grindle which are policy content

and policy environment. The influences of those factors are very meaningful for policy

implementation

This research using post positivis approach by qualitative method with case study model.

Research object are employees of Education And Culture Department Lampung Province, Youth

Education And Sport Department East Lampung Regency, LPMP East Lampung’s Employees,

LPTK Administrator Area 107 Lampung University, school superintendent, head master, service,

UPDT Sekampung Udik Sub District, and elementary school’s teachers in Sekampung Udik

Subdistrict. Data collection method in this research are interview and documentation study.

Research result show that implementation of teacher certification policy in Sekampung Udik sub

district, East Lampung regency in 2014 has been for qualified nine indicator from public policy’s

Implementation element Merille S Grindle’smodel although it is not perfect yet.

Environmental implementation variable (context of implementation) is the weaknest element in

teacher’s policy implementation. Strengthen the coordination is an alternative solution for

teachers certification policy’s problem in Sekampung Udik sub district.]"

"Penelitian ini bertujuan untuk mengetahui perbedaan sikap antara guru sekolah dasar inklusi dan Guru SDLB tentang pendidikan inklusi. Data dikumpulkan dengan menggunakan kuesioner MATIES (Mahat, 2008) yang telah diadaptasi ke dalam bahasa Indonesia untuk mengukur sikap guru. Analisis hasil penelitian menggunakan independent t-test menunjukkan bahwa guru Sekolah dasar inklusif umumnya memiliki sikap yang lebih positif, perbedaan yang signifikan melihat komponen kognitif dengan t (118) = 7,06, p < 0,001. Selanjutnya, komponen afektif menunjukkan kecenderungan ke arah positif tanpa perbedaan yang signifikan [t(118) = 0,91, p = 0,37], dan komponen konatif (perilaku) guru SD inklusi lebih besar positif pada pendidikan inklusi dengan t (118) = 3,43, p < 0,05. Selain itu ditemukan korelasi negatif yang signifikan antara komponen konatif dan lama mengajar guru pada kelompok guru SD inklusi [r(59) = -0,26, p < 0,05]. Rekomendasi untuk penelitian Langkah selanjutnya adalah memasukkan observasi dan wawancara dalam metode penerimaan data.

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This study aims to determine the differences in attitudes between inclusive elementary school teachers and SDLB teachers about inclusive education. Data were collected using the MATIES questionnaire (Mahat, 2008) which has been adapted into Indonesian to measure teacher attitudes. Analysis of the results of the study using independent t-test showed that inclusive elementary school teachers generally had a more positive attitude, a significant difference seeing the cognitive component with t (118) = 7.06, p < 0.001. Furthermore, the affective component showed a positive trend without a significant difference [t(118) = 0.91, p = 0.37], and the conative component (behavior) of inclusive elementary school teachers was more positive in inclusive education with t(118) = 3.43, p < 0.05. In addition, a significant negative correlation was found between the conative component and the length of teacher teaching in the inclusive elementary school teacher group [r(59) = -0.26, p <0.05]. Recommendations for research The next step is to include observations and interviews in the data collection method."

"Lesson Study in Initial Teacher Education highlights the importance of embedding lesson study within initial teacher education programmes, including building partnerships, making time to carry out collaborative inquiries using lesson study, and frameworks for reporting on lesson study projects."

"Beban kerja yang berat dapat membuat guru memiliki persepsi negatif tentang teacher well-being karena itu guru membutuhkan kemampuan resiliensi untuk tetap bertahan dengan beban kerjanya yang begitu berat sehingga dapat menjaga well-being mereka. Berdasarkan latar belakang tersebut, tujuan penelitian ini adalah menemukan hubungan antara resiliensi dan teacher well being. Diasumsikan bahwa resiliensi dapat menjadi prediktor terhadap teacher well-being. Partisipan merupakan 263 orang guru yang aktif mengajar di berbagai jenjang sekolah dengan lama mengajar dimulai dari 6 bulan hingga di atas 30 tahun. Analisis data dilakukan dengan menggunakan analisis korelasi pearson untuk melihat hubungan antarvariabel dan regresi linear sederhana untuk melihat peran resiliensi terhadap teacher well-being. Hasil penelitian dengan analisis regresi linear memperlihatkan bahwa resiliensi menjelaskan 11,1% variansi teacher well being. Penelitian ini memberikan kesadaran bahwa resiliensi pada guru dapat menjadi salah satu hal yang penting diperhatikan untuk meningkatkan teacher well-being. Berdasarkan hasil yang didapatkan, peneliti berharap dunia Pendidikan dapat memberikan intervensi terkait resiliensi untuk meningkatkan teacher well being.

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eavy workload could make teachers have negative perceptions about teacher well-being, therefore teachers need resilience to withstand the heavy workloads to maintain their well being. Based on the background, the purpose of this study is to find a relationship between resilience and teacher well-being. It is assumed that resilience can be a predictor of teacher well-being. Participants are 263 teachers who actively teach at various levels of school with teaching duration ranging from 6 months to above 30 years. Data analysis was performed using Pearson correlation analysis to see the relationship between variables and simple linear regression to see the role of resilience to teacher well-being. The results of linear regression analysis showed that resilience explained 11.1% of the teacher well-being variance. This study provides awareness that resilience to teachers can be one of the important things to consider to improve teacher well being. Based on the results obtained, researchers hope the world of education can provide interventions related to resilience to improve teacher well being."