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"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan perencanaan instruksional pada guru sekolah dasar negeri yang ada di Jakarta. Pengukuran teacher efficacy menggunakan alat ukur Teacher’s Sense of Efficacy Scale (TSES) (Tschanen-Moran, Hoy & Hoy, 1998), dan pengukuran perencanaan instruksional menggunakan alat ukur yang dibuat berdasarkan teori perencanaan dan persiapan dari Cole dan Chan (1986). Partisipan penelitian ini berjumlah 57 orang guru sekolah dasar negeri di Jakarta. Hasil penelitian ini menunjukkan terdapat hubungan positif yang signifikan antara teacher efficacy dengan perencanaan instruksional pada guru sekolah dasar negeri di Jakarta (r = 0.387; p = 0.003, signifikan pada los 0.01). Artinya, semakin tinggi teacher efficacy yang dimiliki seorang guru, maka semakin tinggi pula perencanaan instruksionalnya. Selain itu, hasil tambahan yang dapat diperoleh dari penelitian ini adalah tidak terdapat perbedaan mean skor teacher efficacy dan perencanaan instruksional berdasarkan data demografis partisipan.

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The purpose of this research is to investigate the correlation between teacher efficacy and instructional planning among elementary school teachers in Jakarta. Teacher efficacy was measured using Teacher’s Sense of Efficacy Scale (TSES) (Tschanen-Moran, Hoy & Hoy, 1998), and instructional planning was measured using an instrument that being constructed based on Cole and Chan’s planning and preparation theory (1986). The participants of this research are 57 elementary school teachers in Jakarta.

The main result of this research shown that there is a positively significant correlation between teacher efficacy and instructional planning among elementary teachers in Jakarta (r = 0.387; p = 0.003, signicant at the 0.01 level). It means, the higher teacher’s efficacy, the higher on their instructional planning. As an additional result, this research shown that there is no differences in mean score teacher efficacy and instructional planning based on participant’s demographic data."

"Penelitian ini bertujuan untuk melihat hubungan antara teacher efficacy kepuasan kerja pada guru SD Negeri inklusi. Partisipan penelitian ini adalah guru SD Negeri inklusi yang berada di wilayah JABODETABEK sebanyak 77 orang. Kepuasan kerja diukur dengan menggunakan alat ukur yang dimodifikasi oleh peneliti berdasarkan instrumen JSS (Job Satisfaction Survey) yang dikembangkan oleh Paul E. Spector (1985) yang terdiri atas sembilan aspek kepuasan kerja seperti gaji, kenaikan pangkat, atasan, imbalan, penghargaan, kondisi operasi kerja, Rekan kerja, pekerjaan itu sendiri dan komunikasi. Teacher efficacy diukur dengan menggunakan alat ukur yang dimodifikasi oleh Winafaisal (2010) berdasarkan instrumen OSTES (Ohio State Teacher Efficacy Sense) yang dikembangkan oleh Tschannen-Moran & Woolfolk Hoy (2001) dengan tiga dimensi yakni Efficacy in Student Engagement, Efficacy in Instructional Strategies dan Efficacy in Classroom.Hasil penelitian ini menunjukkan bahwa ada hubungan yang signifikan antara kepuasan kerja dan teacher efficacy mengunakan teknik korelasi pearson (r = 0.249). Aspek nature of work pada kepuasan kerja juga memiliki korelasi positif dengan teacher efficacy (korelasi parsial = 0,336). Implikasi dari penelitian ini penting bagi pengembangan dunia pendidikan inklusi di Indonesia khususnya yang berkaitan dengan teacher efficacy dan kepuasan kerja bagi guru sekolah dasar negeri inklusi.

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The purpose of this study is to find out whether there is any between teacher efficacy and job satisfaction among public inclusive elementary school teachers. Participants of this study are inclusive public elementary school teacher located around JABODETABEK. Job satisfaction was measured by instrument modified by researcher based on JSS (Job Satisfaction Survey) which originally developed by Paul E. Spector (1985) with nine aspect of job satisfaction (Pay, Promotion, Supervision, Fringe Benefit, Contingen reward, Operating condition, Co-worker, Nature of work and Communication). Teacher efficacy was measured by instrument modified by Winafaisal (2010) based on OSTES (Ohio State Teacher Efficacy Sense) originally developed by Tschannen-Moran & Woolfolk Hoy (2001) with three dimention (Efficacy in Student Engagement, Efficacy in Instructional Strategies and Efficacy in Classroom Management).This current study shows that there is a significant correlation between job satisfaction and teacher efficacy using Pearson Correlation (r=0,249). The nature of work aspect in job satisfaction also has positive correlation with instructional engagement aspect in teacher efficacy (partial correlation= 0,336). This study has important implications for the development of inclusive education in Indonesia, particularly those related to teacher efficacy and job satisfaction for public inclusive elementary school teachers."

"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 mengetahui hubungan antara teacher efficacy dan strategi pengajaran guru yang ditinjau dari pengalaman mengajar, pada guru sekolah dasar inklusif Negeri di lingkungan kota Depok, Bogor, dan Jakarta dengan jumlah responden 78 guru. Alat ukur yang digunakan dalam penelitian ini adalah Teacher Sense's of Efficacy Scale (TSES) dan Bender Classroom Structure Questionnaire (BCSQ). Hasil dari penelitian ini menunjukan hubungan yang positif dan signifikan antara teacher efficacy dengan strategi pengajaran pada guru sekolah dasar inklusif Negeri dengan nilai (r(78)= 0.37, p<0.01). Hasil ini menunjukan semakin tinggi keyakinan yang dimiliki, semakin bervariasi strategi pengajaran yang digunakan pada guru sekolah inklusif Negeri. Pada guru yang mengajar 1-3 tahun tidak ditemukan hubungan yang siginifikan dengan nilai (r(29)=0.11, p>0.05), pada guru yang mengajar 4-5 tahun dan 7-18 tahun ditemukan hubungan yang signifikan dengan nilai (r(26)= 0.59, p<0.01) dan (r(23)= 0.42, p<0.05). Hasil ini menunjukan bahwa pengalaman mengajar yang dimiliki guru berpengaruh terhadap hubungan antara keyakinan yang dimiliki dengan variasi strategi pengajaran yang digunakan. Hasil dari penelitian ini juga menunjukan bahwa pengalaman mengajar yang dimiliki tidak berpengaruh secara signifikan terhadap teacher efficacy yang dimiliki, tetapi berpengaruh secara signifikan terhadap variasi strategi pengajaran yang digunakan pada guru sekolah dasar inklusif Negeri.

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This study aims to determine the relationship between teacher efficacy and teaching strategies teachers in terms of teaching experience of the National elementary inclusive school teachers in the city of Depok, Bogor and Jakarta with the number of respondents 78 teachers. Measuring instrument used in this study is Teacher's Sense of Efficacy Scale (TSES) and Bender Classroom Structure Questionnaire (BCSQ). The results of this study showed positive and significant relationship between teacher efficacy with teaching strategies of National elementary inclusive school teachers by value (r(78) = 0.37, p<0.01).

This result suggests that the higher the confidence, the more varied teaching strategies used by the National elementary inclusive school teachers. Teachers who teach 1-3 year was not found significant relationship with value (r(29) = 0.11, p>0.05), there was a significant correlation with the value (r( 26) = 0:59, p<0:01) and (r(23) = 0:42, p<0.05) for the teachers who teach 4-5 years and 7-18 years. These results indicate that the teachers experience teaching affect the relationship between teacher efficacy they have with the variation of teaching strategies used. Results from this study also shows that teaching experience possessed no significant influence on teacher efficacy, but significantly influence the variation of teaching strategies used on National elementary inclusive school teachers."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan dimensi teacher efficacy dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Instrumen yang digunakan untuk mengukur teacher efficacy adalah Teachers? Sense of Efficacy Scale sedangkan untuk mengukur sikap guru terhadap pendidikan inklusif digunakan Multidimensional Atitude toward Inclusive Education Scale (MATIES). Subjek dari penelitian ini adalah guru-guru di sekolah dasar inklusif negeri (N=100). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dan sikap guru terhadap pendidikan inklusif. Dengan kata lain, ketika guru memiliki skor teacher efficacy yang tinggi, guru tersebut cenderung memiliki sikap yang positif terhadap pendidikan inklusif. Sebaliknya, ketika guru memiliki skor teacher efficacy yang rendah, maka guru tersebut cenderung memiliki sikap yang negatif terhadap pendidikan inklusif. Hasil penelitian yang berkaitan dengan dimensi teacher efficacy ditemukan bahwa terdapat hubungan yang signifikan pada dimensi instructional strategies & student engagement dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Sebaliknya, untuk dimensi classroom management ditemukan bahwa tidak terdapat hubungan yang signifikan dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Untuk meningkatkan teacher efficacy yang dimiliki oleh guru di sekolah dasar inklusif negeri, pihak sekolah dapat menyediakan fasilitas seperti alat peraga dan guru pendamping khusus serta membatasi jumlah siswa di tiap kelas.

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This research is conducted to find about the relationship between teacher efficacy and dimensions of teacher efficacy with attitude toward inclusive education in public inclusive elementary school. The instruments of this study were Teachers? Sense of Efficacy Scale (to measure teacher efficacy) and Multidimensional Atitude toward Inclusive Education Scale (MATIES) (to measure attitude teacher toward inclusive education). Participants of this study were teacher in public inclusive elementary school (N=100).

The result of research showed that there is a positive significant correlation between teacher efficacy and attitude toward inclusive education in public inclusive elementary school. This finding suggests when teachers have high score in teacher efficacy, they tend to have positive attitude toward inclusive education. On the contrary, when teachers have low score in teacher efficacy, they tend to have negative attitude toward inclusive education.

The results of research related to dimensions of teacher efficacy found that there is positive significant correlation between efficacy in student engagement and efficacy in instructional strategies dimensions with teacher attitude toward inclusive education in public inclusive elementary school. In the other hand, efficacy in classroom management dimension showed there is no positive significant correlation with attitude toward inclusive education in public inclusive elementary school. In order to increase teacher efficacy in public inclusive elementary school, schools can provide facilities such as property to teach, shadow teachers and also to limit the number of student in each class."

"Guru merupakan faktor yang berperan dalam mengembangkan kreativitas siswanya. Upaya yang dilakukan guru dalam mengembangkan kreativitas siswanya disebut creativity-fostering teacher behavior. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian Big Five dan creativity-fostering teacher behavior pada guru sekolah dasar di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Pada penelitian ini, instrumen pengukuran yang digunakan adalah Big Five Inventory (BFI) (John, 1990) dan Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) dengan 131 guru sebagai partisipan. Hasil penelitian menunjukkan bahwa dimensi kepribadian openness, conscientiousness, extraversion, dan agreeableness dan creativity-fostering teacher behavior berkorelasi negatif signifikan (r(131) = -.328 ; -.252 ; -.263 ; -.214, p < 0.05, two-tailed, serta dimensi kepribadian neuroticism dan creativity-fostering teacher behavior ditemukan tidak berhubungan (r(131) = .132, p < 0.05, two-tailed). Hasil penelitian ini menunjukkan bahwa tinggi rendahnya skor kepribadian guru pada dimensi openness, conscientiousness, extraversion, dan agreeableness berlawanan dengan tingkat perilaku guru yang mengembangkan kreativitas siswanya dan tinggi rendahnya skor kepribadian guru pada dimensi neuroticism tidak berhubungan dengan perilaku guru yang mengembangkan kreativitas siswanya.

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Teachers are the factors that play a role in fostering the creativity of their students. Efforts made by the teacher to foster the creativity of their students are called creativity-fostering teacher behavior. This study aims to see the relationship between Big Five personality and creativity-fostering teacher behavior in elementary school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). In this study, the measurement instruments used were the Big Five Inventory (BFI) (John, 1990) and the Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) with 131 teachers as the participants. The results showed that the personality dimensions of openness, conscientiousness, extraversion, agreeableness and creativity-fostering teacher behavior had a significant negative correlation (r(131) = -.328; -.252; -.263; -.214, p < 0.05, two-tailed), as well as the personality dimensions of neuroticism and creativity-fostering teacher behavior were found to be unrelated (r(131) = .132, p < 0.05, two-tailed). The results of this study indicate that the teacher's personality score on the dimensions of openness, conscientiousness, extraversion, and agreeableness contrasts with the level of teacher behavior that develops student creativity, and the teacher's personality score on the neuroticism dimension is not related to teacher behavior that develops student creativity."

"Kreativitas merupakan kemampuan penting yang dapat membantu individu dalam menjalani aktivitas sehari - hari. Dengan begitu, kemampuan ini perlu dikembangkan sedini mungkin. Pada setting pendidikan, guru merupakan individu yang memiliki peran dalam mengembangkan kemampuan kreativitas. Agar guru maksimal dalam menjalankan peran tersebut, diperlukan kesejahteraan dalam dirinya. Penelitian ini bertujuan untuk melihat hubungan antara teacher subjective well-being dan creativity fostering teacher behavior dengan guru sekolah dasar inklusif sebanyak 142 individu menjadi partisipan. Alat ukur yang digunakan dalam penelitian ini adalah adaptasi CFTIndex oleh Kurniawati dkk. (2022) dan adaptasi TSWQ oleh Saleh dkk. (nd). Hasil analisis korelasi menunjukkan bahwa ditemukan hubungan positif yang signifikan antara teacher subjective well-being dengan creativity fostering teacher behavior pada guru sekolah dasar inklusif (rs 0.363, p<0,01). Hal tersebut berarti jika teacher subjective well-being yang dialami guru meningkat, maka akan semakin baik creativity fostering teacher behavior yang dilakukan guru. Implikasi hasil penelitian ini adalah memberikan wawasan dan kesadaran bagi pihak guru, sekolah, dan pemerintah akan pentingnya teacher subjective well-being saat guru melakukan creativity fostering teacher behavior.

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Creativity is an important ability that can help individuals in carrying out their daily activities. Thus, this ability needs to be developed as early as possible. In the education setting, teachers are individuals who have a role in developing creativity abilities. In order for the teacher to carry out this role, well-being is needed in them. This study aims to look at the relationship between teacher subjective well-being and creativity fostering teacher behavior with inclusive elementary school teachers as many as 142 individuals participating. The measuring tool used in this study is the adaptation of the CFTIndex by Kurniawati et al. (2022) and the TSWQ adaptation by Saleh et al. (n.d.). The results of the correlation analysis showed that there was a significant positive relationship between teacher subjective well-being with creativity fostering teacher behavior in inclusive primary school teachers (rs 0.363, p<0.01). It means if teacher subjective well-being experienced by the teacher increases, the better creativity fostering teacher behavior that the teacher does. The implication of the results of this research is to provide insight and awareness for teachers, schools, and the government of the importance of teacher subjective well-being when the teacher does creativity fostering teacher behavior."

"ABSTRAKPenelitian ini dilakukan untuk melihat hubungan antara creative self-efficacy CSE dengan innovative work behavior IWB pada guru sekolah Dasar SD . Terdapat dua dimensi dari creative self-efficacy yaitu creative thinking self-efficacy dan creative performance self-efficacy. Innovative work behavior memiliki lima dimensi yaitu opportunity exploration, idea generation, idea promotion, idea realization dan reflection. Penelitian ini merupakan penelitian korelasional dengan pengambilan data menggunakan survei. Pengukuran CSE menggunakan alat ukur Revised Model of CTSE II and CPSE II yang disusun oleh Abboutt 2010 dan pengukuran IWB menggunakan Innovative Work Behavior Scale yang disusun oleh Messmann dan Mulder 2012 . Partisipan penelitian ini berjumlah 105 guru SD. Teknik statistik yang digunakan pada penelitian ini adalah Pearson Correlation. Hasil dari penelitian ini menunjukan bahwa dimensi dari creative self-efficacy yatu creative thinking self-efficacy da creative performance self-efficacy secara keseluruhan memiliki hubungan yang signifikan dengan keseluruhan dimensi dari innovative work behavior yang dilihat dari korelasi tiap dimensi. Diharapkan dengan tingginya nilai creative self-efficacy, innovative work behavior pada guru juga semakin tinggi.

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ABSTRACTThis research was conducted to examine the relationship between creative self efficacy and innovative work behavior among elementary school teacher. Creative self efficacy consists of two dimensions, creative thinking self efficacy and creative performance self efficacy. Innovative work behavior consists of five dimensions, which is opportunity exploration, idea generation, idea promotion, idea realization, and reflection. Creative self efficacy was measured using Revised Model of CTSE II and CPSE II and innovative work behavior was measured using Innovative Work Behavior Scale. Total participant of this study was 105 elementary school teacher. Pearson Correlation was used to measure the correlation in this research. Results indicated that creative self efficacy rsquo s dimensions, which is creative thinking self efficacy and creative performance self efficacy are related to all of innovative work behavior rsquo s dimensions. Teacher with high creative self efficacy are expected to have high innovative work behavior. "

"Penelitian korelasional ini dilakukan untuk mengetahui hubungan antara computer anxiety dan computer self-efficacy pada guru sekolah dasar (SD). Computer anxiety didefinisikan sebagai rasa takut dan khawatir untuk melakukan kesalahan saat menggunakan komputer (Heinssen, Glass, & Knight, 1987), sedangkan computer self-efficacy didefinisikan sebagai keyakinan individu atas kemampuannya dalam menggunakan komputer (Compeau & Higgins, 1995). Data yang diperoleh dari 128 guru sekolah dasar (SD) di Kota Bogor menunjukkan bahwa terdapat hubungan negatif yang signifikan antara computer anxiety dan computer self-efficacy (r=-0,393) pada L.o.S 0,01. Hal ini berarti guru sekolah dasar yang memiliki kecemasan yang tinggi dalam menggunakan komputer memiliki keyakinan yang rendah dalam penilaian kemampuan dirinya menggunakan komputer. Pengukuran dilakukan menggunakan alat ukur Computer Anxiety Rating Scales (CARS) dari Heinssen, Glass, & Knight, (1987) dan Computer Self-Efficacy dari Compeau & Higgins (1995) yang telah diadaptasi. Implikasi dari penelitian ini adalah perlu adanya perhatian dan tindak lanjut dari seluruh pihak untuk menurunkan tingkat kecemasan guru sekolah dasar dalam menggunakan komputer agar guru dapat menjalankan fungsi dan tugas secara optimal.

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This correlational research was conducted to find the correlation between computer anxiety and computer self-efficacy among elementary teacher. Computer anxiety is defined as fear and worry to make a mistake while using the computer (Heinssen, Glass, & Knight, 1987). Computer self-efficacy is defined as judgement of one?s capability to use a computer (Compeau & Higgins, 1995). Computer anxiety was measured using Computer Anxiety Rating Scales (CARS) (Heinssen, Glass, & Knight, 1987) and computer self-efficacy was measured using Computer Self-Efficacy (Compeau & Higgins, 1995). Data was collected from 128 elementary teachers in Bogor area and main result shows that there is a significant negative correlation between computer anxiety and computer self-efficacy (r=-0,393) at L.o.S 0,01. This result means that elementary teacher who have low computer anxiety will have high computer self-efficacy. The impilcations of this research are computer anxiety in elementary teacher is expected to be reduced and a concern for techers, the schools, and goverment to optimizing the duties and functions of teachers."

"Tujuan dari penelitian ini untuk mengetahui hubungan antara teacher efficacy dengan strategi pengajaran pada guru Sekolah Dasar Inklusif Swasta. Penelitian ini dilakukan pada 11 SD Inklusif Swasta di Jakarta dan Depok. Total responden dari penelitian yakni 70 guru SD Inklusif Swasta. Penelitian ini menggunakan alat ukur Teacher?s Sense of Efficacy Scale (TSES) untuk mengukur teacher efficacy dan The Bender Classroom Structure Questionnaire (BCSQ) untuk mengukur strategi pengajaran inklusif. Hasil dari penelitian ini ditemukan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dengan strategi pengajaran pada guru di SD Inklusif Swasta (r (70)= .247, p<0.05). Hal ini menunjukkan bahwa semakin yakin guru terhadap kemampuan dirinya maka guru akan semakin sering menggunakan strategi pengajaran yang beragam. Selain itu, peneliti juga melihat perbedaan teacher efficacy dan strategi pengajaran dilihat dari pernah atau tidaknya guru mengikuti pelatihan. Ditemukan tidak ada perbedaan teacher efficacy (t(68)= -.026, p>.05) dan strategi pengajaran (t(68)=.188,p>.05) pada kelompok guru yang pernah dan tidak pernah mengikuti pelatihan. Hal ini menunjukkan bahwa baik guru yang pernah mengikuti pelatihan maupun guru yang tidak pernah mengikuti pelatihan memiliki keyakinan yang sama mengenai kemampuan dirinya untuk melakukan pengajaran dan menggunakan strategi pengajaran inklusif yang sama di kelas.

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The objective of this research is to examine relationship between teacher efficacy and teaching strategy on teacher in private inclusive primary school. This research is conducted in 11 private inclusive primary school in Jakarta and Depok area, with total respondent of 70 teachers. Teacher?s sense of efficacy scale (TSES) and the The Bender Classroom Structure Questionnaire (BCSQ) are administered to measure teacher efficacy and inclusive teaching strategy respectively. Significant positive correlations found between teacher efficacy and teaching strategy on teacher in private inclusive primary school (r (70)= .247, p<0.05).

This shows that teachers with high self efficacy are more often employing different teaching strategies. Differences in the correlation between teacher efficacy and teaching strategy are observed from whether the teacher had training before. No differences are found in the correlation between teacher efficacy (t(68)= -.026, p>.05) and teaching strategy (t(68)=.188,p>.05) on teacher who have and have not received training. This shows that both teacher with and without training have the same self efficacy to do teaching and to employ inclusive teaching strategy in the class."