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"Penyesuian keadaan seperti tantangan, tugas guru yang lebih tinggi dan peran guru di sekolah dasar inklusif dapat menjadi penyebab stres. Stres yang tinggi akan menurunkan tingkat kesejahteraan subjektif guru atau TSWB. Untuk meminimalisir stres tersebut membutuhkan coping. Penelitian ini dilakukan untuk melihat hubungan antara coping dengan TSWB di sekolah dasar inklusif. Penelitian ini dilakukan pada 76 guru sekolah dasar inklusif. Hasil perhitungan pearson correlation menunjukan bahwa terdapat hubungan positif yang signifikan antara emotion-focused coping (r = 0,610, p<0,01) , problem-focused coping (r = 0,530, p<0,01) dan avoidant coping (r = 0,469, p<0,01) dengan TSWB di sekolah dasar inklusif. Dapat disimpulkan bahwa emotion-focused coping, problem-focused coping, dan avoidant coping berhubungan secara positif dengan TSWB di sekolah dasar inklusif.

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Adjustment of circumstances such as challenges, higher teacher duties and the role of teachers in inclusive primary schools can be a cause of stress. High stress will reduce the level of subjective well-being of teachers or TSWB. To minimize this stress requires coping. This study was conducted to examine the relationship between coping and TSWB in inclusive elementary schools. This research was conducted on 76 inclusive elementary school teachers. The results of the Pearson correlation calculation show that there is a significant positive relationship between emotion-focused coping (r = 0.610, p<0.01) , problem-focused coping (r = 0.530, p<0.01) and avoidant coping (r = 0.469 , p<0.01) with TSWB in inclusive primary schools. It can be concluded that emotion-focused coping, problem-focused coping, and avoidant coping are positively related to TSWB in inclusive elementary schools."

"Pendidikan inklusif di tingkat sekolah dasar merupakan salah satu usaha untuk mendukung pendidikan formal yang merata bagi setiap anak. Namun, pada implementasinya tidak terlepas dari berbagai tantangan, sehingga penting bagi guru untuk memiliki karakter yang bersemangat dan berkomitmen terhadap pekerjaannya dalam jangka panjang terlepas dari tantangan yang dihadapi melalui kegigihan. Penelitian ini merupakan penelitian kuantitatif untuk mengetahui hubungan antar variabel yang melibatkan 111 partisipan. Karakteristik partisipan dalam penelitian ini terdiri dari: guru aktif di tingkat sekolah dasar (SD) atau madrasah ibtidaiyah (MI) inklusif, pernah atau sedang mengajar minimal 1 anak berkebutuhan khusus (ABK) di dalam kelas, berdomisili di Indonesia, dan telah mengajar selama minimal 1 semester (6 bulan). Dalam penelitian ini, peneliti menggunakan alat ukur 12-Item Grit Scale (Duckworth dkk., 2007) dan alat ukur Teachers’ Subjective Well-being Questionnaire bahasa Indonesia (Saleh, dkk., n.d). Hasil uji korelasi menggunakan Spearman correlation menemukan bahwa kegigihan dan kesejahteraan subjektif guru memiliki korelasi positif yang signifikan dengan r=0.41**, p<0,01. Hasil penelitian juga menemukan bahwa komponen dalam kegigihan, yaitu: consistency of interest dan perseverance of effort memiliki korelasi positif dan signifikan dengan kesejahteraan subjektif guru di sekolah dasar (SD) inklusif.

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Inclusive education at the primary school is one of the efforts to support equality in formal education for every child. However, the implementation cannot be separated from various challenges, such as: increasing teacher assignments, stress due to the diversity of students in the classroom, and lack of competence to deal with special education needs students which can affect the level of teachers' subjective well-being. To face it, teachers need to have passion and consistent character towards their work in the long term regardless of the challenges through grit. This study is a quantitative study to determine the relationship between variables involving 111 participants. The characteristics of the participants in this study consisted of: teachers at the primary inclusive school or madrasah ibtidaiyah (MI), had or was teaching at least 1 special education needs student in the classroom, domiciled in Indonesia, and being a teacher for at least 1 semester (6 months). In this study, researcher used 12-item Grit Scale (Duckworth, et.al., 2007) and Teachers’ Subjective Well-being Questionnaire Indonesian Version (Saleh, et.al, n.d). The results of Spearman correlation found that grit and teachers' subjective well-being had a significant positive correlation with r=0.41**, p<0.01. This research also finds positive correlation between components of grit (consistency of interest and perseverance of effort with teachers’ subjective well-being on inclusive primary school’s teachers."

"Guru di sekolah dasar inklusif menanggung banyak tugas dan peran yang harus dikerjakan secara bersamaan dalam satu waktu. Banyaknya tantangan serta masalah yang dihadapi guru ketika menjalankan berbagai tugas di sekolah membuat guru lelah dan stres. Penelitian ini bertujuan untuk mengetahui hubungan antara resiliensi dan kesejahteraan subjektif pada guru di sekolah inklusif. Penelitian ini dilakukan pada 111 guru dengan kriteria aktif bekerja di sekolah dasar dan madrasah ibtidaiyah inklusif, pernah atau sedang mengajar minimal satu siswa ABK, dan berdomisili di Indonesia. Resiliensi diukur dengan menggunakan CD-RISC yang telah diadaptasi ke dalam Bahasa Indonesia oleh Listiyandini dan Akmal (2015). Sedangkan kesejahteraan subjektif pada guru diukur dengan menggunakan TSWQ yang juga sudah diadaptasi ke dalam Bahasa Indonesia oleh Saleh, Safitri, Kurniawati, dan Salim (n.d). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara resiliensi dan kesejahteraan subjektif pada guru di sekolah dasar inklusif (r = 0,667, p < 0,01). Dapat disimpulkan bahwa resiliensi berhubungan secara positif dengan kesejahteraan subjektif pada guru di sekolah dasar inklusif.

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Teachers in inclusive primary schools carry out many tasks and roles that must be carried out simultaneously at one time. The many challenges and problems faced by teachers when carrying out various tasks at school make teachers tired and stressed. This study aims to determine the relationship between resilience and the teachers subjective well-being in inclusive schools. This research was conducted on 111 teachers with the criteria of being actively working in inclusive elementary schools and Islamic elementary schools, having teaching experience of at least one student with special needs, and domiciled in Indonesia. Resilience was measured using CD-RISC which was adapted into Indonesian by Listiyandini and Akmal (2015). Meanwhile, the teachers subjective well-being is measured using the TSWQ which has also been adapted into Indonesian by Saleh, Safitri, Kurniawati, and Salim (n.d). The results showed that there was a significant positive relationship between resilience and the subjective well-being of teachers in inclusive primary schools (r = 0.667, p < 0.01). It can be concluded that resilience is positively related to teachers subjective well-being in inclusive primary schools."

"Pada periode transisi menjadi orang tua baru, individu seringkali dihadapkan dengan kondisi yang menimbulkan stres. Berdasarkan penelitian sebelumnya, stres yang dialami memiliki hubungan dengan well-being dari orang tua. Dengan demikian, dibutuhkan strategi yang tepat agar well-being orang tua tetap terjaga meskipun stres pengasuhan tidak dapat dihindari. Penelitian ini bertujuan untuk melihat peran common dyadic coping sebagai moderator dalam hubungan parenting stress dan well-being dalam periode transisi menjadi orang tua baru. Alat ukur yang digunakan pada penelitian ini meliputi Parental Stress Scale (PSS), The PERMA-Profiler, dan Dyadic Coping Inventory (DCI). Data diperoleh dari 342 partisipan (N perempuan = 307, M usia = 27.97, SD usia = 3.988). Hasil analisis data menggunakan Hayes PROCESS menunjukkan bahwa emotion-focused common dyadic coping dapat secara signifikan memoderasi hubungan antara parenting stress dan well-being (b=0.1529, t=3.6358, p<0.001), sedangkan problemfocused common dyadic coping tidak signifikan memoderasi hubungan antara parenting stress dan well-being (b=0.0875, t=1.9146, p>0.05). Temuan ini meningkatkan pentingnya peran dukungan dari pasangan dalam bentuk menghibur, menenangkan satu sama lain dan berkegiatan bersama untuk menjaga well-being orang tua dari dampak negatif stres pengasuhan.

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During the transition period of becoming first-time parents, individuals often face stressful conditions. Previous research has shown that the stress experienced is related to the well-being of parents. Therefore, effective strategies are needed to maintain the well-being of parents even though parenting stress is inevitable. This study aims to examine the role of common dyadic coping as a moderator in the relationship between parenting stress and well-being during the transition to becoming first-time parents. The measurements used in this study include the Parental Stress Scale (PSS), The PERMA-Profiler, and the Dyadic Coping Inventory (DCI). Data were obtained from 342 participants (N female = 307, M age = 27.97, SD age = 3.988). Data analysis using Hayes PROCESS showed that emotion-focused common dyadic coping can significantly moderate the relationship between parenting stress and well-being (b=0.1529, t=3.6358, p<0.001), while problem-focused common dyadic coping does not significantly moderate the relationship between parenting stress and well-being (b=0.0875, t=1.9146, p>0.05). This finding highlights the importance of the role of support from partners in the form of comforting, consoling each other, and engaging in activities together to protect the well-being of parents from the negative impact of parenting stress."

"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."

"Karakteristik khusus dari anak dengan autistic spectrum disorder (ASD) umumnya membuat para orang tua khususnya ibu sebagai caregiver utama dari anak-anak ASD memiliki well-being yang rendah. Belum lagi kebutuhan akan pendidikan untuk anak yang mulai memasuki usia sekolah membuat beban dan stres ibu semakin bertambah. Perceived social support diasumsikan mampu menjadi penahan dalam menghadapi situasi yang menekan (stressful). Perceived social support yang dimaksud berasal dari tiga jenis sumber, yaitu keluarga, teman, dan significant other. Penelitian ini melibatkan 32 responden yaitu para ibu dari anak dengan ASD di sekolah inklusif di kota Jakarta Timur dan Depok. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan dan positif antara ketiga jenis sumber dari perceived social support dan psychological well-being (r= .446). Jenis sumber keluarga dan significant other berkorelasi positif dan signifikan dengan psychological well-being (r= .360 dan r=.575). Tidak ada perbedaan signifikan antara usia ibu, jenis pekerjaan ibu, status pernikahan ibu, tingkat pendidikan, jumlah anak, pengeluaran per bulan, jenis kelamin anak, jenis ASD anak, dan urutan kelahiran anak dengan ASD.

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In general, unique characteristic from chidren with autistic spectrum disorder (ASD) bring negative results for parent’s mental health, especially for mothers who are role as a primary caregiver from children with ASD. Moreover, education need for their school-aged children increase high-level on negative symptoms. Perceived social support assumed as a buffer against stressful events by reducing stress level. Perceived social support which are included from family, friends, and significant other. This research involved 32 mothers of children with ASD.

The results showed that there is a significant and positive relationship between perceived social support and psychological well-being (r= .446). In addition, subtes family and significant other significantly correlated with psychological well-being (r= .360 and r=.575). "

"Model kerja hibrida semakin populer di berbagai industri dengan menawarkan fleksibilitas bagi karyawan untuk bekerja di kantor dan dari jarak jauh. Namun, hal ini menimbulkan tantangan bagi kesejahteraan subjektif karyawan, seperti stres, kelelahan digital, kurangnya hubungan sosial dengan rekan kerja, dan kesulitan menjaga keseimbangan kehidupan-kerja. Penelitian ini menguji hubungan antara keterlibatan kerja dan kesejahteraan subjektif pada 140 pekerja berusia 19-56 tahun di Indonesia yang telah menjalani model kerja hibrida setidaknya selama 3 bulan. Data dikumpulkan melalui kuesioner dengan alat ukur The PERMA-Profiler dan Utrecht Work Engagement Scale (UWES)-9. Hasil penelitian menunjukkan adanya korelasi positif secara signifikan antara keterlibatan kerja dan kesejahteraan subjektif (r = 0,637; p <0,01; one tailed) yang mengindikasikan bahwa semakin tinggi pekerja terlibat dalam pekerjaannya, maka semakin tinggi tingkat kesejahteraan subjektif yang dirasakannya. Oleh karena itu, perusahaan perlu merancang kebijakan yang mendukung fleksibilitas kerja dan memberikan dukungan yang memadai untuk meningkatkan keterlibatan dan kesejahteraan pekerja.

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Hybrid working models are gaining popularity across industries by offering employees the flexibility to work in the office and remotely. However, this challenges employees subjective well-being, such as stress, digital fatigue, lack of social connection with coworkers, and difficulty maintaining work-life balance. This study examined the relationship between work engagement and subjective well-being in 140 workers aged 19-56 in Indonesia who had been in a hybrid work model for at least 3 months. Data were collected through questionnaires with The PERMA-Profiler and Utrecht Work Engagement Scale (UWES)-9 measurement tools. The results showed a significant positive correlation between work engagement and subjective well-being (r = 0,637; p < 0,01; one tailed) indicating that the more engaged workers are in their work, the higher their subjective well-being. Therefore, companies must design policies that support work flexibility and provide adequate support to improve worker engagement and well-being."

"Guru merupakan salah satu profesi dengan tingkat stres yang tinggi. Seiring meningkatnya stres guru, kesejahteraan subjektif guru pun ikut menurun. Hal ini pun terjadi pada guru pendidikan anak usia dini (PAUD), yang perlu hadir secara emosional bahkan ketika berada dalam situasi yang kurang efektif, seperti suasana yang bising. Sementara itu, kesejahteraan subjektif guru PAUD penting untuk dijaga demi efektivitas pembelajaran. Studi terdahulu memperlihatkan bahwa regulasi emosi dapat memberikan efek protektif sehingga kesejahteraan guru dapat terjaga dalam kondisi yang menekan. Oleh sebab itu, penelitian ini pun bertujuan untuk melihat peran regulasi emosi sebagai moderator pada hubungan stres guru dan kesejahteraan guru PAUD. Penelitian ini dilakukan pada 319 guru PAUD dengan mengukur stres guru, kesejahteraan subjektif guru, serta dua strategi regulasi emosi cognitive reappraisal dan expressive suppression. Hasil penelitian dengan uji moderator menunjukkan bahwa baik strategi cognitive reappraisal maupun expressive suppression tidak berperan sebagai moderator dalam hubungan stres guru dan kesejahteraan guru PAUD. Bagaimanapun, hasil penelitian menunjukkan bahwa kedua strategi regulasi emosi dapat memprediksi kesejahteraan subjektif guru PAUD.

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Teacher is one of the professions with the high level of stress. As the teacher stress increases, the teacher subjective well-being decreases, which also happen in early childhood teachers, who have to be present emotionally even in a less effective situation, such as a noisy environment. Meanwhile, it is important to protect teacher subjective well-being as its correlation with learning effectiveness. Previous studies showed that emotion regulation can provide protective effects in order to protect teacher subjective well-being in stressful conditions. Therefore, the current study aims to examine emotion regulation as a moderator on the relationship between teacher stress and teacher subjective well-being. This research was conducted on 319 early childhood teachers by measuring teacher stress, teacher subjective well-being, as well as two emotion regulation strategies, cognitive reappraisal and expressive suppression. Moderation analysis shows that neither cognitive reappraisal nor expressive suppression have a moderation effect on the relationship between teacher stress and early childhood teacher subjective well-being. However, the result shows that both emotional regulation strategies can predict early childhood teacher subjective well-being."

"Religious coping pada penelitian sebelumnya menunjukkan efikasi dan peran yang berbeda-beda dalam hal signifikansi hubungannya dengan subjective well being. Penelitian ini bertujuan untuk menguji kembali hubungan religious coping dengan subjective well being pada populasi emerging adulthood, dengan metode korelasional. Instrumen yang digunakan Brief RCOPE dan The PERMA Profiler. Partisipan penelitian berjumlah 278 partisipan, yang berusia 18-25 tahun (M = 21.48, SD = 1.714) dan berkewarganegaraan Indonesia. Hasil penelitian menunjukan bahwa hipotesis peneliti diterima. Pertama, didapatkan bahwa penggunaan positive religious coping berasosiasi dengan subjective well being yang lebih tinggi pada emerging adulthood. Kedua, negative religious coping berasosiasi dengan subjective well being yang lebih rendah pada emerging adulthood. Hasil ini dapat menjadi bahan pertimbangan intervensi maupun prevensi untuk emerging adult yang menggunakan negative religious coping.

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Religious coping in previous studies showed different efficacy and roles in terms of the significance of the relationship with subjective well being. This study aims to re-examine the relationship between religious coping and subjective well-being among emerging adults, using the correlational method. The instruments used were Brief RCOPE and The PERMA Profiler. There were 278 participants in the study, aged 18-25 years (M = 21.48, SD = 1.714) and Indonesian citizens. The results showed that the research hypothesis was accepted. First, it was found that the use of positive religious coping was associated with higher subjective well being in emerging adulthood. Second, negative religious coping is associated with lower subjective well being in emerging adulthood. These results can be used as material for consideration of interventions and prevention for emerging adults who use negative religious coping."

"Penelitian ini bertujuan untuk mengetahui hubungan antara persepsi kebebasan dalam waktu luang dengan subjective well-being pada mahasiswa Universitas Inonesia. Sampel penelitian ini adalah mahasiswa Universitas Indonesia pada program studi S1. 126 responden penelitian diminta mengisi instrumen penelitian, yaitu perceived freedom in leisure short form (Witt & Ellis, 1985), Satisfaction With Life Scale (Diener et al, 1985), dan Positive Affect ? Negative Affect Scale (Watson & Tellegen, 1985) secara online. Penelitian menemukan adanya korelasi positif antara persepsi kebebasan dalam waktu luang dan affect balance (r=-0,500, p<0,05) serta korelasi positif antara persepsi kebebasan dalam waktu luang dan kepuasan hidup (r= 0,203, p<0,05). Analisis tambahan menunjukkan bahwa terdapat data kontrol ,yakni jenis kelamin, berpengaruh terhadap hasil penelitian.

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This research aimed to find the correlation between perceived freedom in leisure and subjective well-being among students of University of Indonesia. 126 respondents were asek to fill our instruments, perceived freedom in leisure short form (Witt & Ellis, 1985), Satisfaction With Life Scale (Diener et al, 1985), dan Positive Affect ? Negative Affect Scale (Watson & Tellegen, 1985) through internet. The finding of this research is that there is a positive correlation between perceived freedom in leisure and affect balance (r=-0,500, p<0,05) and also positive correlation between perceived freedom in leisure and life satisfaction (r= 0,203, p<0,05). Additional analyses showed that gender did have influence the result of this study."