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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 :
Pendahuluan: Guru merupakan ujung tombak dalam proses pendidikan untuk mencerdaskan anak bangsa yang memiliki tanggung jawab besar dan banyak menghadapi tantangan dan tidak jarang mengakibatkan stres. Penelitian ini bertujuan untuk mengetahui hubungan stresor dan strategi koping dengan stres kerja yang terjadi pada guru SMP Negeri di Jakarta Timur. Metode: Penelitian ini merupakan penelitian kuantitatif dengan pendekatan cross-sectional dengan teknik proportional random sampling dan mendapatkan sampel berjumlah 213 sampel dari 13 SMP Negeri di Kecamatan Cipayung Jakarta Timur. Penelitian menggunakan 3 kuesioner yaitu kuesioner stresor, kuesioner Brief Cope inventory dan Perceived Stress Scale-10 (PSS10). Hasil: Mayoritas guru mengalami stres kerja ringan (72,3%) dan sisanya stres kerja sedang (27,7%). Stresor yang paling banyak dirasakan oleh guru adalah stresor psikologis (30%). Strategi koping yang paling dominan digunakan oleh guru dalam menghadapi stres adalah dengan Problem Focused Coping (79%). Berdasarkan analisis Kendall Taub didapatkan adanya hubungan yang signifikan antara stresor psikologis (p-value <0,001 < 0,05), stresor sosial-budaya (p-value 0,007 < 0,05), Problem Focused Coping (p value = 0,001 < 0,05), Emotional Focused Coping (p value = 0,008 < 0,05) dan Less Useful Coping (p value = 0,001 < 0,05), usia (p value = 0,022 < 0,05), masa kerja (p value = 0,047 < 0,05), status kepegawaian (p value = 0,019 < 0,05), dengan stres kerja guru. Saran: Penelitian ini diharapkan dapat membangun kesadaran guru akan mengenai stres kerja yang mungkin dihadapi dan mengoptimalkan peran sekolah maupun institusi pendidikan dalamhal menjaga kesehatan mental guru. ......Introduction: Teachers are the spearhead in the educational process to educate the children who have great responsibilities and face many challenges and this often results in stress. This research aims to determine the relationship between stressors and coping strategies and work stress that occurs in State Middle School teachers in East Jakarta. Method: This research is a quantitative study with a cross-sectional approach using proportional random sampling technique and obtained a sample of 213 samples from 13 State Middle Schools in Cipayung District, East Jakarta. The research used 3 questionnaires, namely the stressor questionnaire, the Brief Cope inventory questionnaire and the Perceived Stress Scale-10 (PSS-10). Results: The majority of teachers experienced mild work stress (72.3%) and the remainder had moderate work stress (27.7%). The stressors most often felt by teachers are psychological stressors (30%). The most dominant coping strategy used by teachers in dealing with stress is Problem Focused Coping (79 Based on Kendall Tau-b analysis, it was found that there was a significant relationship between psychological stressors (p-value < 0.001 < 0.05), socio-cultural stressors (p-value 0.007 < 0.05), Problem Focused Coping (p value = 0.001 < 0.05), Emotional Focused Coping (p value = 0.008 < 0.05) and Less Useful Coping (p value = 0.001 < 0.05), age (p value = 0.022 < 0.05), length of service (p value = 0.047 < 0.05), employment status (p value = 0.019 < 0.05), with teacher work stress. Suggestion: This research is expected to raise teachers' awareness of the work stress they may face and optimize the role of schools and educational institutions in maintaining teachers' mental health.