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"Perubahan sistem belajar dari luring ke daring menjadi tantangan bagi para guru dalam menjalankan perannya secara efektif. Hal tersebut mengharuskan guru untuk bersikap terbuka dan beradaptasi terhadap perubahan yang terjadi. Penelitian ini bertujuan untuk mengetahui peran grit sebagai mediator dalam hubungan antara openness to experience dan efektivitas pengajaran guru SMK saat masa pembelajaran jarak jauh di DKI Jakarta. Partisipan penelitian ini adalah 211 guru SMK di DKI Jakarta yang sedang mengajar secara jarak jauh. Partisipan merupakan 128 guru perempuan (60.7%) dan 83 guru laki-laki (39.3%). Partisipan didominasi oleh guru yang mengajar di Jakarta Timur dengan jumlah 64 guru (30.3%). Partisipan memiliki rentang pengalaman mengajar 1 tahun sampai 36 tahun (M = 3.25, SD = 2.05). Partisipan berusia 23 hingga 65 tahun (M = 43.94, SD = 11.46). Sebanyak 142 guru (67.3%) mengajar di sekolah negeri dan 69 guru (32.7%) mengajar di sekolah swasta. Penelitian ini menggunakan alat ukur Big Five Personality Inventory (John, 1990) untuk mengukur openness to experience guru, Teacher Effectiveness Scale (Kyriakides, Campbell & Christofidou, 2002) untuk mengukur efektivitas guru, dan Grit Short Scale (Duckworth & Quinn, 2009) untuk mengukur grit guru. Berdasarkan hasil analisis, terdapat hasil signifikan pada indirect effect (ab = .321, p < .01, 95% CI [.177, .487]) dan direct effect (c’ = 1.298, p < .01, 95% CI [.964, 1.633]). Hasil tersebut menunjukkan bahwa grit memediasi hubungan antara openness to experience dan efektivitas guru secara parsial. Hasil penelitian mengimplikasikan bahwa guru perlu memiliki openness to experience tinggi untuk meningkatkan grit sehingga efektivitas guru pun meningkat. Pemerintah maupun pihak sekolah dapat menyelenggarakan program pelatihan untuk meningkatkan openness to experience yang dapat meningkatkan grit sehingga efektivitas guru meningkat.

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The change in the learning system from offline-based to online-based is a challenge for teachers in carrying out their roles effectively. This requires teachers to be open and adapt to the changes that occur. The purpose of this study was to investigate the role of grit as a mediator in the relationship of openness to experience and teacher effectiveness during the distance learning among vocational high school teachers in DKI Jakarta. This study involved 211 vocational high school teachers in DKI Jakarta who were currently conducting distance learning. The participants were 128 female teachers (60.7%) and 83 male teachers (39.3%). Participants are dominated by teachers who teach in East Jakarta with a total of 64 teachers (30.3%). Participants had a range of teaching experience from 1 year to 36 years (M = 3.25, SD = 2.05). Participants were aged 23 to 65 years (M = 43.94, SD = 11.46). A total of 142 teachers (67.3%) teach in public schools and 69 teachers (32.7%) teach in private schools. This study used the Teacher Effectiveness Scale (Kyriakides, Campbell & Christofidou, 2002) to measure teacher’s effectiveness, the Big Five Personality Inventory openness to experience dimension (John, 1990) to measure teacher’s openness to experience, and the Grit Short Scale (Duckworth & Quinn, 2009) to measure teacher’s grit. Based on the result of the analysis, there is a significant indirect effect ("

"Sistem pembelajaran jarak jauh di masa pandemi COVID-19 menjadi tantangan bagi guru untuk mengajar secara efektif. Penelitian ini ingin menguji peran dan efektivitas guru. Hasil penelitian mengimplikasikan bahwa guru perlu memiliki Distance learning as an impact of COVID-19 pandemic becomes a challenge for teacher effectiveness. The current study examined the role of psychological capital as a mediator of the relationship between openness to experience and teacher effectiveness. This study involved 172 senior high school teachers in Jabodetabek as respondents who are currently conducting distance learning. The mediation analysis results revealed a significant indirect effect between openness to experience and teacher effectiveness through psychological capital, [.668, 1.369]. These findings prove that psychological capital mediates the relationship between openness to experience and teacher effectiveness. Therefore, teachers should have high openness to experience to increase psychological capital so teacher effectiveness will also increase. "

"Perubahan sistem pembelajaran dari tatap muka menjadi Pembelajaran Jarak Jauh (PJJ) menyebabkan efektivitas guru menurun. Salah satu faktor yang memengaruhi efektivitas guru adalah perilaku kerja inovatif guru. Akan tetapi, penelitian terdahulu masih menunjukkan adanya inkonsistensi antara hubungan keduanya. Adaptabilitas dipilih sebagai variabel mediator. Perilaku kerja inovatif dapat memengaruhi adaptabilitas dan adaptabilitas dapat memengaruhi efektivitas guru. Penelitian ini bertujuan untuk menguji peran adaptabilitas sebagai mediator antara hubungan perilaku kerja inovatif dan efektivitas guru. Efektivitas guru diukur menggunakan Teacher Effectiveness Scale (TSE), perilaku kerja inovatif diukur menggunakan Skala Perilaku Kerja Inovatif, dan adaptabiltias diukur menggunakan The Adaptability Scale. Pengambilan data penelitian dilakukan menggunakan kuesioner daring dan cetak kepada guru SMA di wilayah Jabodetabek yang sedang menjalani Pembelajaran Jarak Jauh (PJJ). Analisis data penelitian dilakukan dengan model regresi mediasi menggunakan program makro PROCESS oleh Hayes. Hasil penelitian menunjukkan bahwa adaptabilitas memediasi hubungan antara perilaku kerja inovatif dan efektivitas guru. Oleh karena itu, penting bagi guru untuk meningkatkan perilaku kerja inovatifnya agar dapat meningkatkan adaptabilitas yang diikuti dengan peningkatan efektivitas guru.

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The change in the learning system to distance learning causes teachers to lack effectiveness. One of the factors that predicted teacher effectiveness is innovative work behavior. However, the previous studies found an inconsistency between the relationship of innovative work behavior and teacher effectiveness. Adaptability was selected as the mediator variable. Innovative work behavior could predict adaptability and adaptability could predict teacher effectiveness. This study examines the role of adaptability as a mediator in the relationship between innovative work behavior and teacher effectiveness among senior high school teachers in the distance learning context. Teacher effectiveness was measured by Teacher Effectiveness Scale (TES), innovative work behavior was measured by Skala Perilaku Kerja Inovatif, and adaptability was measured by The Adaptability Scale. The respondents of this study are senior high school teachers in Jabodetabek area who were undergoing distance learning which acquired through an online and paper-based questionnaire. A regression mediation analysis model was conducted to test the study’s hypothesis using macro program PROCESS by Hayes. The result of the analysis shows that adaptability mediating the relationship between innovative work behavior and teacher effectiveness. Therefore, innovative work behavior is important to be possessed by teachers in order to improving teacher’s adaptability and eventually followed by the improvement of teacher effectiveness."

"Sistem pembelajaran jarak jauh di masa pandemi COVID-19 menjadi tantangan bagi guru untuk mengajar secara efektif. Efektivitas guru penting untuk diperhatikan agar kualitas dan hasil pendidikan dapat terjaga. Efektivitas guru dapat dipengaruhi oleh berbagai faktor, dua diantaranya adalah kepribadian proaktif dan kecerdasan emosional. Penelitian ini dilakukan untuk menguji peran kepribadian proaktif dan kecerdasan emosional secara bersamaan terhadap efektivitas guru pada guru SMK saat masa pembelajaran jarak jauh di DKI Jakarta. Partisipan penelitian ini adalah 211 guru SMK (M-usia = 43 tahun) Penelitian ini menggunakan alat ukur Teacher Effectiveness Scale (Kyriakides, Campbell & Christofidou, 2002) untuk mengukur efektivitas guru, Proactive Personality Scale (Seibert, Crant & Kraimer, 1999) untuk mengukur kepribadian proaktif dan Trait Emotional Intelligence Questionnaire–Short Form (Petrides & Furnham, 2006) untuk mengukur kecerdasan emosional. Hasil analisis menunjukkan bahwa kepribadian proaktif dan kecerdasan emosional memiliki pengaruh secara bersamaan yang positif dan signifikan terhadap efektivitas guru (F(2, 208) = 55.165, p < .001, R2 = .347). Hal ini menunjukan bahwa 34,7% varians dapat dijelaskan oleh kepribadian proaktif dan kecerdasan emosional.Hasil penelitian ini dapat digunakan untuk meningkatkan efektivitas guru.

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Distance learning as an impact of COVID-19 pandemic becomes a challenge for teacher effectiveness. It is important to pay attention to the effectiveness of teachers so that the quality and results of education can be maintained. Teacher effectiveness can be influenced by various factors, two of which are proactive personality and emotional intelligence. This study was conducted to examine the role of proactive personality and emotional intelligence simultaneously on the effectiveness of teachers in vocational school teachers during the distance learning period in DKI Jakarta. The participants of this study were 211 SMK teachers (M-age = 43 years). This study uses the Teacher Effectiveness Scale (Kyriakides, Campbell & Christofidou, 2002) to measure teacher effectiveness, the Proactive Personality Scale (Seibert, Crant & Kraimer, 1999) to measure proactive personality and Trait Emotional Intelligence Questionnaire–Short Form (Petrides & Furnham , 2006) to measure emotional intelligence. The results of the analysis show that proactive personality and emotional intelligence have a positive and significant effect on teacher effectiveness (F(2, 208) = 55.165, p < .001, R2 = .347). This shows that 34.7% of the variance can be explained by proactive personality and emotional intelligence. The result of this study can be used to increase teacher effectiveness."

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Perubahan sistem belajar menjadi Pembelajaran Jarak Jauh (PJJ) memberi dampak kepada guru secara personal, terkhusus bagaimana guru menilai seberapa layak dan mampu dirinya menjalankan perannya secara efektif. Maka dari itu, perlu adanya identifikasi karakteristik yang ada di dalam diri guru untuk meningkatkan performanya secara maksimal. Penelitian ini bertujuan untuk menguji peran core self-evaluation dalam memprediksi efektivitas guru di masa pembelajaran jarak jauh. Partisipan penelitian ini adalah 172 guru SMA di Jabodetabek yang sedang mengajar secara jarak jauh. Hasil analisis menunjukkan core self-evaluation secara signifikan berperan pada varians dari efektivitas guru, F(172) = 6.825, p<0.05,  R²= 0.039,  R² Adjusted= 0.033. Hasil analisis linear berganda mengetahui bahwa self-esteem dan generalized self-efficacy memiliki kontribusi yang positif dan signifikan sementara emotional stability dan locus of control yang dimiliki oleh guru tidak memiliki kontribusi terhadap efektivitas guru. Hasil penelitian menunjukkan bahwa core self-evaluation merupakan karakteristik yang diperlukan untuk meningkatkan efektivitas guru. Implikasi dari penelitian ini adalah perlunya peningkatan core self-evaluation dengan mempertimbangkan adanya faktor lain yang memperkuat hubungan kedua variabel untuk menunjang efektivitas guru.

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The change in the learning system to Distance Learning (PJJ) has an impact on the teacher personally, especially how the teacher assesses how worthy and able he is to carry out his role effectively. Therefore, it is necessary to identify the characteristics that exist within the teacher to improve his performance to the maximum. This study aims to examine the role of core self-evaluation in predicting teacher effectiveness in distance learning. The participants of this study were 172 high school teachers in Jabodetabek who were teaching remotely. The results of the analysis showed that core self-evaluation significantly contributed to the variance of teacher effectiveness, F(172) = 6.825, p<0.05, R²= 0.039, R² Adjusted= 0.033. The results of multiple linear analysis found that self-esteem and generalized self-efficacy had a positive and significant contribution while emotional stability and locus of control did not have any contribution. The results showed that core self-evaluation is a necessary characteristic to increase teacher effectiveness. The implication of this research is the need to increase core self-evaluation by considering other factors that strengthen the relationship between the two variables to support teacher effectiveness."

"Tuntutan perkembangan yang ditambah dengan ketidakpastian selama pembelajaran jarak jauh (PJJ) membuat mahasiswa tahun pertama berisiko mengalami kesulitan dalam menyesuaikan diri. Penelitian korelasional ini melihat hubungan mindfulness dan college adjustment pada mahasiswa tahun pertama selama PJJ dan peran openness to experience sebagai variabel yang memediasi. Hasil penelitian pada mahasiswa tahun pertama (N=394) menggunakan alat ukur SACQ, BFI, dan MAAS menunjukkan bahwa mindfulness berhubungan positif dengan college adjustment (β = 0,99; SE = 0,10; t = 10,21; p<0,05; CI = [0,80-1,18]) dan openness to experience memediasi hubungan tersebut secara parsial (β = 0,04; SE = 0,02; t = 2,00; p<0,05; CI = [0,00-0,09]). Temuan ini menunjukkan bahwa hubungan mindfulness dan college adjustment tetap dapat dipertahankan walaupun openness to experience tidak menjadi mediator. Penelitian ini dapat menjadi landasan penelitian selanjutnya terkait pentingnya mindfulness dan openness to experience dalam membantu mahasiswa tahun pertama menyesuaikan diri.

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Development demands coupled with uncertainty during distance learning (DL) cause first-year undergraduate students at risk of facing difficulties in adjusting. This correlational study looks at the relationship between mindfulness and college adjustment in first-year undergraduate students during DL and roles of openness to experience as the mediating variable. The results of the study on first-year undergraduate students (N=394) using the SACQ, BFI, and MAAS as the measurement tools indicate that mindfulness is positively correlated with college adjustment (β = 0,99; SE = 0,10; t = 10,21; p<0,05; CI = [0,80-1,18]) and openness to experience partially mediates the relationship (β = 0,04; SE = 0,02; t = 2,00; p<0,05; CI = [0,00-0,09]). These findings indicate that the relationship between mindfulness and college adjustment can be maintained even though openness to experience does not mediate the relationship. This study can be considered as the basis for further research regarding the importance of mindfulness and openness to experience in helping first-year undergraduate students adjust to college."

"Penelitian ini bertujuan untuk meneliti peran mediasi creative self-efficacy dan moderasi openness to experience pada hubungan antara empowering leadership dan kreativitas karyawan. Mengacu pada saran-saran penelitian sebelumnya, hubungan antara empowering leadership dengan kreativitas karyawan perlu diteliti kembali pada negara-negara dengan budaya kolektivis. Data diambil menggunakan survei daring dari tiga BUMN di Jakarta (N = 161) menggunakan teknik convenience sampling. Data dianalisis menggunakan model 7 (moderated mediation) pada Macro PROCESS dari Hayes pada software SPSS. Hasil penelitian menunjukkan terdapat hubungan tidak langsung antara empowering leadership dengan kreativitas karyawan melalui creative self-efficacy. Hasil analisis juga menunjukkan bahwa openness to experience secara signifikan memoderasi hubungan antara empowering leadership dan creative self-efficacy. Akhirnya, openness to experience secara signifikan memoderasi hubungan tidak langsung antara empowering leadership dan kreativitas karyawan melalui creative self-efficacy. Implikasi praktis dari penelitian ini adalah para manajer di organisasi menampilkan gaya empowering leadership untuk meningkatkan kreativitas karyawan, jika karyawan tidak memiliki tingkat openness to experiene yang tinggi.

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This study aims to investigate the mediating role of creative self-efficacy and moderating role of openness to experience in the relationship between empowering leadership and employee creativity. Referring to prior research suggestions, the relationship between empowering leadership and employee creativity needs to be re-investigated in collectivist culture countries. Data were collected using online survey from 3 state-owned enterprises (BUMN organizations) in Jakarta (N = 161), by employing convenience sampling technique. Data were analyzed using moderated mediation (model 7) on Hayes’ PROCESS macro on SPSS software. Results showed that there was an indirect relationship between empowering leadership and employee creativity via creative self-efficacy. Results also showerd that openness to experience significantly moderated the relationship between empowering leadership and creative self-efficacy. Finally, openness to experience significantly moderated the indirect relationship between empowering leadership and employee creativity via creative self-efficacy. As a practical implication, this study suggests organizations to consider applying empowering leadership style to increase employee creativity by increasing creative self-efficacy on employees with lower openness to experience"

"Jumlah siswa berkebutuhan khusus yang belajar di kelas reguler semakin meningkat setiap tahunnya. Hal tersebut membawa konsekuensi bagi guru dalam mananjemen kelas agar dapat memenuhi kebutuhan dan karakter siswa yang semakin beragam. Pada konteks pendidikan, fungsi kelas tidak hanya sebagai tempat belajar, tetapi juga tempat siswa melatih kemampuan untuk menjadi anggota masyarakat yang baik. Faktor yang turut berpengaruh terhadap keberhasilan pendidikan inklusif adalah self efficacy yang guru miliki untuk mempraktikkan inklusif. Di sisi lain, manajemen kelas yang dilakukan guru dapat ditinjau sebagai suatu performa yang dipengaruhi oleh sejauh mana guru terlibat dalam pekerjaannya atau teacher engagement. Menggunakan replikasi model job demand resource, penelitian kuantitatif korelasional ini bertujuan untuk mengetahui apakah teacher engagement menjadi mediator dalam hubungan self efficacy dalam praktik inklusif dan manajemen kelas guru. Sebanyak 250 guru sekolah dasar inklusif se-DKI Jakarta mengisi mengisi kuesioner self report. Hasil menunjukkan bahwa self efficacy yang guru miliki untuk menerapkan pendidikan inklusif berperan sebagai personal resource. Analisis regresi Hayes menunjukkan bahwa teacher engagement secara signifikan berperan sebagai mediator. Hasil penelitian juga menunjukkan guru memiliki keyakinan yang rendah dalam hal kolaborasi, khususnya kolaborasi dengan pihak-pihak terkait yang mendukung pembelajaran, seperti psikolog, guru pendamping khusus, dan terutama orangtua.

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The number of students with special needs who study in regular classes is increasing every year. It brings consequences for teachers in classroom management in order to meet the diverse needs and characteristics of students. The contributing factor to the successful of inclusive education is the self efficacy that teachers have for practicing inclusive education. On the other hand, classroom management by teachers can be viewed as a performance which is influenced by the extent to which teachers are involved in their work or teacher engagement. Using replication model of job demand resource, this quantitave correlational study aims to determine whether teacher engagement acts as mediator in the relationship of self efficacy in inclusive practice and classroom management. A total of 250 teachers of inclusive primary schools in DKI Jakarta fill out a self report questionnaire. The results show that self efficacy that teachers have for implementing inclusive education plays as a personal resource. Hayes regression analysis showed that teacher engagement significantly acts as mediator. The results also show teachers have low confidence in collaboration, especially collaboration with related parties, such as psychologists, special teachers, and especially parents."

"Pandemi COVID-19 telah mengurangi 2,3 juta peluang lapangan pekerjaan di Indonesia. Karir siswa SMK dinilai terancam karena lulusannya menyumbang tingkat pengangguran tertinggi di Indonesia, sehingga perlu ada usaha penyesuaian diri dalam merencanakan karir di masa depan. Penelitian ini menegakkan asumsi agar memiliki adaptabilitas karir yang kuat, siswa SMK perlu memiliki kepribadian proaktif yang mendorongnya untuk berinisiatif melakukan perubahan. Selanjutnya proses tersebut perlu dimediasi oleh kemampuan untuk bertahan menghadapi kesulitan (resiliensi). Penelitian ini dilakukan terhadap 686 orang siswa SMK di Indonesia menggunakan alat ukur Career Adapt-Abilities Scale International Form (CAAS-IF) untuk adaptabilitas karir, Proactive Personality Scale Short Form (PPS-SF) untuk kepribadian proaktif dan The Connor-Davidson Resilience Scale (CD-RISC) untuk resiliensi. Hasil pengujian menunjukkan bahwa kepribadian proaktif memiliki hubungan yang positif dan signifikan dengan adaptabilitas karir (c’ = 0,384, SE = 0,087, p < 0,001). Diketahui pula adanya efek mediasi secara parsial oleh resiliensi (c’ = 0,384 < c = 1,283). Penelitian ini dapat menjadi acuan pentingnya memperkuat layanan Bimbingan Karir yang memberikan informasi karir diluar bidang yang tersedia di SMK

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The COVID-19 pandemic has reduced 2.3 million jobs in Indonesia. Vocational school students' careers are considered threatened because their graduates contribute to the highest unemployment rate in Indonesia, so there needs to be an adjustment effort in planning future careers. This study strengthens the assumption that in order to have a strong career adaptability, vocational students need to have a proactive personality that encourages them to take the initiative to make changes. Furthermore, this process needs to be mediated by the ability to withstand adversity (resilience). This research was conducted on 686 vocational students in Indonesia using the Career Adapt-Abilities Scale International Form (CAAS-IF) for career adaptability, the Proactive Personality Scale Short Form (PPS-SF) for proactive personality and The Connor-Davidson Resilience Scale (CD-RISC) for resilience. The test results showed that proactive personality was positively and significantly related to career adaptation (c '= 0.384, SE = 0.087, p <0.001). It is also known that there is a partial mediation effect by resilience (c '= 0.384 "