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Abstrak :
Selama masa pandemi Covid-19, tantangan yang dihadapi oleh guru semakin berat dengan strategi mengajar yang baru. Hal tersebut membuat guru kesulitan untuk mempertahankan kesejahteraan psikologis mereka terutama guru perempuan yang mengajar di tingkat SD. Stres yang dirasakan oleh guru perempuan semakin bertambah dengan beban sebaga seorang ibu yang mengurus anak. Komunikasi antara anggota keluarga diasumsikandapat membantu guru untuk melewati masa sulit selama pandemi Covid-19. Penelitian inidilakukan untuk melihat peran pola komunikasi keluarga, baik dimensi conversation ataupun conformity, sebagai mediator dalam hubungan antara perceived social support dengan psychological well-being. Penelitian ini merupakan penelitian non-eksperimental dengan teknik pengambilan sampel convenient sampling dari guru perempuan. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara perceived social support dengan psychological well-being baik secara langsung (β = 0.57, t(117) = 7.91, p = 0.000), maupun tidak langsung melalui pola komunikasi keluarga dimensi conversation (coefficient = 0.42, SE = 0.07, CI = 0.27 - 0.56). Di sisi lain, pola komunikasi keluarga yang mementingkan konformitas dalam berpendapat tidak berperan sebagai mediator karena tidak menunjukkan hubungan yang signifikan dengan psychological well-being (coefficient = -0.11, SE = 0.10, CI = -0.32 - 0.10, p = 0.300). Salah satu limitasi penelitian ini adalah penelitian ini hanya dapat dilakukan masa pandemi akan tetapi hasil yang didapatkan mengimplikasikan bahwa dukungan sosial dari berbagai pihak sangat dibutuhkan oleh guru dalam menghadapi masa pandemi agar dapat menjadi bahagia, terlepas dari pola komunikasi di rumah. Meskipun demikian, pola komunikasi yang mementingkan kehangatan dalam berpendapat dan keterbukaan dapat menjadi salah satu bentuk dukungan sosial yang menunjang psychological well-being guru di situasi pandemi. ......During the Covid-19 pandemic, teachers are facing more challenges such as new teaching strategies. Thus, makes it difficult for teachers to maintain their psychological well-being especially female teachers who teach elementary students. Some of those female teachers have responsibilities as mothers at home. The burden of caring for children in home increasing the stress felt by these teachers. It is assumed that communication between family members can help teachers through difficult times during the Covid-19 pandemic. This research was conducted to see whether conversation or conformity dimension within family communication pattern can act as mediator in the relationship between perceived social support and psychological well-being. This research is non-experimental study with convenient sampling technique given to female teachers. The result indicates that there is significant relationship between perceived social support and family communication pattern, either directly (β = 0.57, t(117) = 7.91, p = 0.000) or indirectly through the conversation dimension within family communication family patterns (coefficient = 0.42, SE = 0.07, CI = 0.27 - 0.56). On the other hand, family with high conformity dimension do not act as mediator in relationship between perceived social support and psychological well-being (coefficient = -0.11, SE = 0.10, CI = -0.32 - 0.10, p = 0.300). One of the limitation of this study is this study can only be conducted in pandemic Covid-19 situation but the results obtained shows that social support from various sources is needed by teachers in order to be mentally healthy and happy regardless of communication patterns at home. However, communication patterns that emphasize warmth and openness can be one of the social support that teachers needed in this pandemic situation.

Abstrak :
Subjective well-being guru merupakan hal yang penting untuk dimiliki dan dipengaruhi oleh hubungan guru-siswa, juga oleh dukungan sosial eksternal berupa tunjangan sertifikasi guru. Penelitian ini bertujuan untuk mengetahui kontribusi dari hubungan guru-siswa dan sertifikasi terhadap subjective well-being guru baik secara parsial maupun simultan. Hubungan guru-siswa diukur dengan menggunakan Student-Teacher Relationship Scale (STRS) milik Aldrup et al. (2018), sedangkan subjective well-being guru diukur dengan alat ukur Teacher Subjective Well-Being Questionnaire (TSWQ) milik Renshaw et al. (2015). Status sertifikasi diukur dengan pertanyaan tertutup. Responden dalam penelitian ini berjumlah 289 orang yang merupakan guru pada jenjang sekolah menengah (SMP dan SMA/Sederajat). Berdasarkan multiple regression analysis, hasil penelitian menunjukkan bahwa secara parsial persepsi guru mengenai hubungan guru-siswa dapat memprediksi subjective well-being guru jenjang sekolah menengah. Namun, status sertifikasi tidak dapat memprediksi subjective well-being guru jenjang sekolah menengah. Sedangkan persepsi guru mengenai hubungan guru-siswa dan status sertifikasi secara bersama-sama (simultan) dapat memprediksi subjective well-being guru. ......Teacher subjective well-being is an important thing to have and is influenced by the teacher-student relationship, by external social support in the form of teacher certification allowances. This study aims to determine the contribution of the teacher-student relationship and teacher certification either partially or simultaneously. Teacher-student relationships were measured using the Student-Teacher Relationship Scale (STRS) belonging to Aldrup et al. (2018), while the subjective well-being of teachers is measured by the Teacher Subjective Well-Being Questionnaire (TSWQ) by Renshaw et al. (2015). Certification is measured by closed questions. Respondents in this study are 289 people who are teachers at the middle school level (SMP and SMA/equivalent). Based on multiple regression analysis, the results showed that partially teacher-student relationships could predict the subjective well-being of secondary school teachers. However, certification cannot predict the subjective well-being of secondary school teachers. Meanwhile, teacher-student relationships and certification status can predict teachers' subjective well-being simultaneously.

Abstrak :
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. ......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.