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Abstrak :
Siswa berkebutuhan khusus merupakan kategori murid di kelas yang menjadi perhatian para guru karena keistimewaan mereka yang jauh dari kondisi normal anak seusianya. Karakteristik anak berkebutuhan khusus yang tidak dipahami oleh guru dengan metode terbaik dalam proses belajar mengajar di kelas akan berdampak stres pada guru dan menimbulkan masalah psikologis pada guru. Penelitian ini bertujuan untuk mengetahui perbedaan tingkat stres guru sekolah dasar inklusif dengan guru sekolah dasar non-inklusif yang tidak mengajar siswa berkebutuhan khusus. Penelitian ini menggunakan desain analitik komparatif pada 60 responden guru sekolah dasar inklusif dan sekolah dasar non-inklusif di kota Depok yang diambil dengan metode purposive sampling. Tingkat stres diukur menggunakan instrument Wilson Stress Profile for Teacher WSPT , dan dianalisis menggunakan uji statistik chi-square. Hasil penelitian ini menunjukkan tidak ada perbedaan signifikan tingkat stres antara guru sekolah dasar inklusif dengan guru sekolah dasar non-inklusif p > 0,05 . Perawat kesehatan sekolah perlu melakukan pengkajian terkait kondisi psikososial guru yang belum mengikuti pelatihan tentang siswa berkebutuhan khusus dan guru mengajar siswa berkebutuhan khusus lebih dari 1 siswa di kelas. ......Students with special needs in the classroom require a significant amount of teacher attention and effort due to the nature of their illness or condition. Teachers, particularly at the elementary level, recognise they need to find the best method to cater to the students rsquo needs while also managing their time efficiently and effectively, so as to not create a heavier workload and psychological problems. This study aims to determine the difference in stress levels experienced by inclusive elementary school teachers who teach students with special needs and non inclusive elementary school teachers who do not teach students with special needs. There were 60 teachers who participated in the comparative study who were selected from inclusive and non inclusive elementary schools in Depok. These participants were selected based on certain criteria established in the research purposive sampling method . The stress level is known using the Wilson Stress Profile for Teacher WSPT instrument, and bivariate analysis using chi square statistical tests. The results of this study shows that there is no significant difference in stress level between inclusive elementary school teachers and non inclusive elementary school teachers p 0,05 . School health nurses need to undertake an assessment of the psychosocial condition of teachers who have not attended prior training on students with special needs. Teachers are also recommended to undergo the assessment should they have more than one student with special needs in their class.

Abstrak :
Latar Belakang: Teacher Stress Inventory (TSI) merupakan sebuah instrumen untuk menilai stressor kerja pada guru. Penelitian ini bertujuan untuk menerjemahkan instrumen agar bisa digunakan di Indonesia, lalu menilai validitas dan reliabilitasnya. Metode. Penelitian ini dilakukan dengan metode adaptasi transkultural 10 langkah dari ISPOR diikuti dengan uji validitas butir serta uji reliabilitas terhadap 147 guru di Jakarta dan Bogor. Hasil. Didapatkan kuesioner TSI versi Bahasa Indonesia yang terdiri atas 20 butir dimana semuanya dinyatakan valid dengan nilai r 0,577 hingga 0,852. Nilai a-Cronbach TSI versi Bahasa Indonesia pada saat tes adalah 0,957 dan uji Intra-class correlation terhadap total skor tes dan retes didapatkan hasil r 0,901 (p<0,05).  Kesimpulan. TSI versi Bahasa Indonesia terbukti memiliki validitas, reliabilitas, dan stabilitas internal yang baik sebagai instrumen penilaian stres kerja pada guru di Indonesia. ......Background : The Teacher Stress Inventory (TSI) is an instrument for measuring occupational stressor in teachers, and has been widely used in many countries. This study aimed to translate and adapt it for use in Indonesia, and to assess its reliability and validity. Methods : Was used for adaptation of the original version of TSI using the 10-step methods of ISPOR (International Society for Pharmocoeconomics and Outcomes Research) followed by a validity test of items as well as a reliability test. The test was conducted into 147 teachers in Jakarta and Bogor. Results : The result of ISPOR in this research, there were some adjustment of idioms in Indonesian Language. All of 20 items the TSI questionnaire Indonesian Version were all valid (r= 0.577-0.852). The results of reliability test using a-Cronbachis 0,957, and the score of Intra-Class Correlation is 0,901 which means TSI Indonesian version has an acceptable internal stability. Conclusion : TSI Indonesian Version is valid, reliable and has good internal stability. This instrument can be used to assess stressor at work among Indonesian teachers.