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"Guru memiliki peran yang besar dalam pelaksanaan pendidikan. Perubahan pada sistem pembelajaran dalam masa pandemi COVID-19 menyebabkan guru mengalami kesulitan untuk beradaptasi. Dukungan sosial yang berasal dari keluarga, teman, dan significant other dapat membantu mengurangi tingkat burnout yang dialami oleh guru. Penelitian ini bertujuan untuk melihat hubungan dari dukungan sosial dengan burnout pada guru sekolah dasar DKI Jakarta. Dukungan sosial dan burnout pada guru sekolah dasar DKI Jakarta (N=90) diukur menggunakan Multidimensional Scale of Social Support (MSPSS) dan Copenhagen Burnout Inventory (CBI). Hasil analisis Pearson Correlation menemukan bahwa dukungan sosial memiliki hubungan yang negatif dan signifikan dengan burnout.  

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Teachers have a big role in the implementation of education. Changes in the learning system during COVID-19 pandemic caused teachers to have difficulty adapting. Social support received from family, friends, and significant other can help reduce the burnout experienced by teachers. This study aims to see the relationship between social support and burnout in elementary school teachers in DKI Jakarta. Social support and burnout of elementary school teachers in DKI Jakarta (N=90) were measured using the Multidimensional Scale of Social Support and Copenhagen Burnout Inventory. The results of Pearson correlation showed that social support had a negative and significant relationship with burnout."

"Guru merupakan profesi yang penting, namun mereka memiliki tanggung jawab yang banyak serta keterikatan emosional dengan siswa yang diajar. Faktor tersebut membuat guru rentan akan stres dan burnout. Kerentanan tersebut meningkat oleh adanya masa perubahan COVID-19, yang mewajibkan guru untuk selalu siap mengadaptasikan metode pembelajarannya. Adaptasi tersebut memerlukan proses trial and error, sehingga tinggi kemungkinan guru mengalami kegagalan sebelum ia berhasil. Untuk membantu guru mengatasi stres dan kegagalan tersebut, diperlukan resiliensi. Untuk memastikan resiliensi dapat berfungsi dengan baik di tengah stres yang berlebih, dibutuhkan dukungan sosial. Dukungan sosial dapat berasal dari significant other, keluarga, serta teman. Penelitian ini bertujuan untuk melihat hubungan dari dukungan sosial dengan resiliensi pada guru DKI Jakarta. Dukungan sosial dan resiliensi pada guru DKI Jakarta (N=101) diukur menggunakan Multidimensional Scale of Perceived Social Support dan Brief Resilience Scale. Hasil analisis menemukan bahwa dukungan sosial memiliki hubungan yang positif dan signifikan dengan resiliensi. Dari ketiga sumber dukungan sosial, hanya dukungan sosial dari keluarga yang berhubungan positif dan signifikan dengan resiliensi, sedangkan sisanya tidak berhubungan signifikan.

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Teacher is an important profession, yet they have a large amount of responsibility and emotional attachments with their students. These factors make teachers vulnerable to stress and burnout. This vulnerability is increased by the COVID-19 changing period, which requires teacher to constantly be ready in adapting their study methods. The adaptation requires a trial and error process, so it is highly likely for teachers to fail before they succeed. In order to help teachers cope with stress and failure, resilience is needed. To ensure resilience can function well in the midst of high stress, social support is needed. Social support may come from significant others, families, and friends. This study aimed to see the relationship of social support and resilience of DKI Jakarta teachers. Social support and resilience in DKI Jakarta teachers (N=101) were measured using the Multidimensional Scale of Perceived Social Support and the Brief Resilience Scale. Analysis showed that social support had a positive and significant correlation with resilience. From the three sources of social support, only social support from family showed a positive and significant correlation with resilience, while the others do not."

"Penerapan pendidikan inklusif di Kabupaten Bandung yang baru diresmikan sejak tahun 2012 menuntut adaptasi guru dalam mengajar siswa dengan berbagai kebutuhan. Hal itu meningkatkan kemungkinan munculnya burnout akibat kelebihan beban kerja dan terbatasnya waktu kerja. Dukungan sosial diketahui mampu menjadi penengah antara stres dan burnout dengan mengurangi dampak stres sehingga tidak memunculkan burnout. Dukungan sosial dapat tersedia dalam enam bentuk, yaitu attachment, guidance, opportunity for nurturance, reassurance of worth, reliable alliance, dan social integration.Penelitian ini melibatkan 106 responden guru sekolah dasar inklusif di Kabupaten Bandung. Hasil yang didapat menunjukkan bahwa terdapat hubungan yang signifikan antara keenam bentuk dukungan sosial dengan dimensi emotional exhaustion dari burnout dengan nilai korelasi r= -0.204 ─ -0.347. Selain itu, bentuk attachment berhubungan signifikan dengan dimensi depersonalization, serta bentuk social integration berhubungan signifikan dengan dimensi personal accomplishment.

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Implementation of inclusive education in Kabupaten Bandung, which was inaugurated since 2012 requires the adaptation of teachers in teaching students with various needs. This increases the likelihood of burnout due to work overload and limited working time. Social support is known to be a moderator between stress and burnout by reducing the effects of stress so it does not bring up the burnout. Social support could be available in six forms, that?s are attachment, guidance, opportunity for nurturance, reassurance of worth, reliable alliance, and social integration.This research involved 106 respondents inclusive elementary school teacher in Kabupaten Bandung. The results showed that there is a significant relationship between the six forms of social support and emotional exhaustion dimension of burnout with a correlation value r = -0204 ─ -0347. In addition, attachment significantly correlated with depersonalization dimension, and social integration significantly correlated with personal accomplishment dimension."

"Kualitas pendidikan Indonesia akan bergantung dengan kualitas dari para guru. Meski demikian, nyatanya banyak guru yang belum menjalankan tugasnya secara maksimal. Banyak tantangan yang dihadapi para guru seperti karakteristik peserta didik, serta tantangan baru saat pandemi COVID-19. Komitmen organisasi adalah hal yang penting dimiliki oleh guru dalam kondisi ini. Dukungan sosial yang diperoleh dari keluarga, teman, dan significant other dapat membantu guru dalam meningkatkan komitmen organisasi. Penelitian ini bertujuan untuk melihat hubungan antara persepsi dukungan sosial dengan komitmen organisasi pada guru Sekolah Dasar DKI Jakarta. Partisipan penelitian ini adalah guru Sekolah Dasar DKI Jakarta (N=66) dengan rata-rata usia 31 tahun. Persepsi dukungan sosial dan komitmen organisasi pada diukur menggunakan Multidimensional Scale of Social Support dan Organizational Commitment Scale. Hasil analisis Pearson Correlation menunjukkan bahwa persepsi dukungan sosial memiliki hubungan yang positif dan signifikan dengan komitmen organisasi dan ketiga komponennya.

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The quality of Indonesian education will depend on the quality of the teachers. Even so, in fact many teachers have not carried out their duties to the fullest. There are many challenges faced by teachers such as the characteristics of students, as well as new challenges during the COVID-19 pandemic. Organizational commitment is an important thing for teachers to have in this condition. Social support obtained from family, friends, and significant other could assist teachers in increasing organizational commitment. This study aims to see the relationship between perceived social support and organizational commitment in elementary school teachers in DKI Jakarta. Participants in this study were elementary school teachers from DKI Jakarta (N=66) with an average age of 31 years old. Perceived social support and organizational commitment were measured using the Multidimensional Scale of Social Support and Organizational Commitment Scale. The results of Pearson correlations show that perceived social support has a positive and significant relationship with organizational commitment and all of its components."

"Penelitian ini bertujuan untuk melihat hubungan dukungan sosial dari guru dan academic burnout pada siswa kelas XII SMA Negeri Jakarta dalam Pembelajaran Jarak Jauh (PJJ). Penelitian ini juga melihat hubungan dari setiap tipe dukungan sosial dan academic burnout. Dukungan sosial merupakan persepsi individu terhadap dukungan umum atau perilaku spesifik dari orang-orang di jejaring sosial individu (Demaray & Malecky, 2002). Terdapat empat tipe dukungan sosial, yaitu dukungan emosional, informasional, penilaian, dan instrumental. Kemudian, academic burnout dapat diartikan sebagai perasaan kelelahan karena tuntutan belajar, memiliki sikap sinis dan tidak peduli terhadap pelajarannya, dan merasa tidak kompeten sebagai siswa (Schaufeli et al., 2002). Analisis dilakukan dengan menggunakan teknik statistika regresi sederhana dan regresi berganda. Hasil penelitian menunjukkan bahwa dukungan sosial dari guru memiliki hubungan yang signifikan dan negatif terhadap academic burnout pada siswa kelas XII SMA Negeri Jakarta. Dukungan sosial dari guru berupa dukungan emosional dan penilaian berkontribusi secara signifikan terhadap academic burnout siswa kelas XII SMA Negeri Jakarta. Implikasi dari penelitian ini memberi masukan bahwa dalam PJJ, dukungan emosional dan penilaian dari guru dapat mengurangi kondisi burnout siswa.

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The study aims to examine the relationship of teachers’ social support and academic burnout of class XII students of Jakarta public high school in distance learning (PJJ). This study also examines the relationship between social support types and academic burnout. Social support is an individual's perception of general support or specific behavior from people in individual social networks (Demaray & Malecky, 2002). There are four types of social support, that is emotional, informational, appraisal, and instrumental support. Academic burnout refers to feeling exhausted because of study demands, having a cynical and detached attitude toward one’s study, and feeling incompetent as a student (Schaufeli et al., 2002). The analysis techniques used are simple regression and multiple regression. The results showed that social support from teachers had a significant and negative relationship to academic burnout of class XII students of Jakarta public high school. Teacher emotional and appraisal support contribute significantly to academic burnout of class XII students of Jakarta public high school. The implication of this study suggests that in PJJ, teacher emotional and appraisal support can reduce student burnout."

"Skripsi ini membahas mengenai hubungan antara sumber dukungan sosial dan dimensi burnout pada guru Sekolah Dasar inklusif serta mengetahui ada atau tidaknya perbedaan pada dimensi burnout jika dilihat berdasarkan demografis guru yaitu jenis kelamin, usia, status pernikahan, dan pengalaman kerja. Responden penelitian ini adalah 104 guru Sekolah Dasar inklusif di Kabupaten Bandung yang diberikan dua alat ukur yaitu Maslach Burnout Inventory, dan Sources of Social Support Questionnaires. Analisis data yang digunakan adalah Pearson correlation coefficients, dan ANOVA.Hasil menunjukkan bahwa terdapat hubungan negatif yang signifikan antara sumber dukungan sosial dari kepala sekolah dan dimensi kelelahan emosi pada burnout. Hal ini berarti semakin tinggi dukungan kepala sekolah yang diterima oleh guru semakin rendah guru mengalami kelelahan emosi. Juga, terdapat hubungan positif yang signifikan antara sumber dukungan sosial dari rekan kerja, pasangan, dan dimensi pencapaian personal pada burnout. Akan tetapi, tidak ditemukan adanya perbedaan yang signifikan pada burnout jika dilihat dari jenis kelamin, usia, status pernikahan, dan pengalaman kerja.

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The focus of this study is about relationships between sources of social support and burnout dimensions among teachers of an inclusive primary school and to know the differences between demographic factors such as sex, age, marital status, work experience, on burnout dimensions. Participants were 104 teachers of Inclusive Primary Schools in Kabupaten Bandung were given the Maslach Burnout Inventory and Sources of Social Support Questionnaires. Pearson correlation coefficients, and ANOVA, were used for data analysis.Result showed significant negative relationships between principal support and emotional exhaustion dimension. That means the higher principal support received by teacher, the less emotional exhaustion the teacher experienced. Also, there is significant positive relationship between colleagues support, spouses support, and personal accomplishment dimension. However, no relationships were found between dimensions of burnout and sex, age, marital status, and work experience."

"Dalam situasi bencana, resiliensi komunitas menjadi aspek fundamental yang membantu anggota komunitas untuk dapat bangkit kembali. Untuk membangun resiliensi komunitas, dukungan sosial menjadi sumber daya penting untuk mengurangi dampak negatif yang dirasakan anggota komunitas. Penelitian ini dilakukan untuk mengetahui hubungan antara dukungan sosial (perceived social support) dan resiliensi komunitas pada tipe komunitas berbasis minat dan kegiatan di Jabodetabek selama masa pandemi COVID-19. Total partisipan sebanyak 164 partisipan. Pengukuran resiliensi komunitas dilakukan menggunakan CCRAM-28, sedangkan pengukuran perceived social support (PSS) menggunakan F-SozU K-14. Hasil penelitian menunjukkan terdapat hubungan yang signifikan dan positif antara PSS dan resiliensi komunitas (r= 0.594, p < 0.001). Artinya, semakin tinggi PSS pada anggota komunitas maka semakin tinggi tingkat resiliensi komunitas mereka.

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In disaster situations, community resilience is a fundamental aspect of encouraging community members to bounce back. In order to build community resilience, social support as an important resource can decrease the negative impacts that community members suffer. This study was conducted to determine the relationship between perceived social support and community resilience in the community of practice and interest in Jabodetabek during pandemic COVID-19. There are 164 participants in total. Community resilience measurement was carried out using CCRAM-28, whereas perceived social support (PSS) measurement was carried out using F-SozU K-14. The result showed that there was a significant and positive relationship between PSS and community resilience (r= 0.594, p < 0.0001). That is, the higher the PSS in community members, the higher their community resilience would be."

"Selama masa pandemi Covid-19, tantangan yang dihadapi oleh guru semakin beratdengan strategi mengajar yang baru. Hal tersebut membuat guru kesulitan untukmempertahankan 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 supportdengan 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 penelitianini 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.

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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."

"Kesepian merupakan salah satu gangguan psikososial yang disebabkan oleh isolasi sosial dan emosional. Pandemi COVID-19 memberikan dampak berupa isolasi sosial akibat dari pembatasan sosial. Lansia termasuk dalam kelompok rentan terdampak COVID-19. Selama masa pandemi COVID-19 lansia mengalami pembatasan interaksi sosial sehingga berdampak mengalami kesepian. Kesepian dapat diatasi oleh beberapa faktor diantaranya dengan dukungan sosial. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara kesepian dengan dukungan sosial pada lansia di Pelayanan Kesehatan Sosial di Jakarta. Penelitian ini menggunakan metode kuantitatif dengan desain cross-sectional. Jumlah responden penelitian ini sebanyak 95 lansia (> 60 tahun), dikumpulan dengan teknik purposive sampling. Instrumen yang digunakan adalah The University of California Los Angeles Loneliness Scale version 3 dan Social Support Quistionaire. Hasil penelitian didapatkan nilai p value 0,000 (p<0,05). Sehingga, dapat disimpulkan terdapat hubungan antara kesepian dengan dukungan sosial pada lansia. Dukungan sosial dapat dtingkatkan selama masa transisi dan atau sudah mulai selesainya PPKM untuk mnegurangi risiko kesepian pada lansia.

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Loneliness is one of the psychosocial disorders caused by social and emotional isolation. The COVID-19 pandemic has had an impact in the form of social isolation due to social distancing. The elderly are among the vulnerable groups affected by COVID-19. During the COVID-19 pandemic, the elderly experienced restrictions on social interactions, which resulted in experiencing loneliness. Loneliness can be overcome by several factors including social support. This study aims to identify the relationship between loneliness and social support in the elderly at the Social Health Service in Jakarta. This study uses quantitative methods with cross-sectional design. The number of respondents to this study was 95 elderly (> 60 years), collected using purposive sampling techniques. The instruments used are The University of California Los Angeles Loneliness Scale version 3 and Social Support Quistionaire. The results of the study obtained a p value of 0.000 (p<0.05). Thus, it can be concluded that there is a relationship between loneliness and social support in the elderly. Social support can be increased during the transition period and or the completion of PPKM to reduce the risk of loneliness in the elderly."

"Penelitian ini bertujuan untuk melihat secara spesifik hubungan antara jenis-jenis tuntutan kerja (quantitative job-demand,cognitive demand, &emotional demand) dengan burnout serta melihat jenis tuntutan kerja mana yang paling dirasanakan tenaga kesehatan. Penelitian dilakukan kepada 317 tenaga kesehatan (Perawat 75%, 77.3% Perempuan, rentang usia berkisar dari 20-65 tahun) Menggunakan alat ukur Oldenburg burnout inventoryuntuk mengukur burnout, dan bagian dari Copenhagen Psychosocial Questionnaire-II untuk mengukur tuntutan kerja. Pengambilan data dilakukan secara daring dan menggunakan teknik convenient sampling dan dilakukan selama 7 hari. Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara quantitative demand dan burnout (r = .46, p < .01), lalu terdapat hubungan positif yang signifikan antara cognitive demand dan burnout (r = .31, p < .01) dan terdapat hubungan positif yang signifikan antara emotional demand dan burnout (r = .37, p < .01). Tuntutan kerja dengan jenis emotional demand yang tinggi dirasakan oleh 84% tenaga kesehatan, diikuti dengan cognitive demand yang tinggi dirasakan oleh 64% tenaga kesehatan, dan quantitative job demand yang tinggi dirasakan oleh 30% tenaga kesehatan.

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This study aim to analyze the specific relationship between various type of job-demand (quantitative job-demand, cognitive demand, & emotional demand) with burnout and seek which type that healthcare workers experienced the most. The study was conducted on 317 healthcare workers (75% nurse, 77.3% female, age range 20-65 years) using the Oldenburg Burnout Inventory to measure burnout, and several part of the Copenhagen Psychosocial Questionnaire-II to measure job-demand. The data were collected using online questionnaire, we also used convenient sampling method, the data collection we’re took seven days. We founded that quantitative job-demand corelates with burnout (r = .46, p <.01), cognitive demand also corelates with burnout (r = .31, p <.01) and emotional demand also corelates with burnout (r = .37, p <.01). The majority of healthcare workers experienced that emotional demand are the worse. We also founded that 84% of healthcare workers felt high emotional demand, 64% of healthcare workers felt a high cognitive demand, and 30% of healthcare workers felt high quantitative job demand."