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"Kreativitas merupakan kemampuan penting yang dapat membantu individu dalam menjalani aktivitas sehari - hari. Dengan begitu, kemampuan ini perlu dikembangkan sedini mungkin. Pada setting pendidikan, guru merupakan individu yang memiliki peran dalam mengembangkan kemampuan kreativitas. Agar guru maksimal dalam menjalankan peran tersebut, diperlukan kesejahteraan dalam dirinya. Penelitian ini bertujuan untuk melihat hubungan antara teacher subjective well-being dan creativity fostering teacher behavior dengan guru sekolah dasar inklusif sebanyak 142 individu menjadi partisipan. Alat ukur yang digunakan dalam penelitian ini adalah adaptasi CFTIndex oleh Kurniawati dkk. (2022) dan adaptasi TSWQ oleh Saleh dkk. (nd). Hasil analisis korelasi menunjukkan bahwa ditemukan hubungan positif yang signifikan antara teacher subjective well-being dengan creativity fostering teacher behavior pada guru sekolah dasar inklusif (rs 0.363, p<0,01). Hal tersebut berarti jika teacher subjective well-being yang dialami guru meningkat, maka akan semakin baik creativity fostering teacher behavior yang dilakukan guru. Implikasi hasil penelitian ini adalah memberikan wawasan dan kesadaran bagi pihak guru, sekolah, dan pemerintah akan pentingnya teacher subjective well-being saat guru melakukan creativity fostering teacher behavior.

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Creativity is an important ability that can help individuals in carrying out their daily activities. Thus, this ability needs to be developed as early as possible. In the education setting, teachers are individuals who have a role in developing creativity abilities. In order for the teacher to carry out this role, well-being is needed in them. This study aims to look at the relationship between teacher subjective well-being and creativity fostering teacher behavior with inclusive elementary school teachers as many as 142 individuals participating. The measuring tool used in this study is the adaptation of the CFTIndex by Kurniawati et al. (2022) and the TSWQ adaptation by Saleh et al. (n.d.). The results of the correlation analysis showed that there was a significant positive relationship between teacher subjective well-being with creativity fostering teacher behavior in inclusive primary school teachers (rs 0.363, p<0.01). It means if teacher subjective well-being experienced by the teacher increases, the better creativity fostering teacher behavior that the teacher does. The implication of the results of this research is to provide insight and awareness for teachers, schools, and the government of the importance of teacher subjective well-being when the teacher does creativity fostering teacher behavior."

"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.

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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."

"Pengembangan kreativitas murid merupakan peran penting untuk guru. Namun, situasi pandemic dan berbagai tekanan mengancam menurunkan well-being guru. Terdapat indikasi well-being guru memiliki pengaruh terhadap perilaku guru untuk menumbuhkan krestivitas murid. Oleh karena itu, penelitian ini dilakukan untuk melihat hubungan antara well-being guru dan Creativity Teaching Behavior (CFTB). Penelitian ini mengumpulkan sebanyak 285 partisipan guru sekolah menengah. Instrumen penelitian yang digunakan dalam studi ini adalah Teacher Subjective Well-being Questionnaire (TSWQ) milik Renshaw et al. (2015) dan Creativity Fostering Teacher Index (CFTI) Scale milik Soh (2000). Hasil analisa korelasi statistik menemukan bahwa terdapat hubungan yang signifikan antara well-being guru dengan CFTB (r = 0,503, p < 0,01). Hasil penelitian ini menunjukkan bahwa persepsi guru mengenai kehidupan yang sehat dan sukses di tempat kerjanya memiliki hubungan dengan perilaku guru untuk menumbuhkan kreativitas murid.

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Developing creativity in students are an important role for teacher. The pandemic and other pressure threatens to decrease the teacher’s well-being. There is an indication that teacher’s well-being effects their ability to foster creativity in students. Thus, this research is conducted to examine the correlation between teacher’s well-being dan Creativity Teaching Behavior (CFTB). The research has gathered 285 middle-school teachers as participants. Instrument used in this research is Teacher Subjective Well-being Questionnaire (TSWQ) from Renshaw et al. (2015) dan Creativity Fostering Teacher Index (CFTI) Scale from Soh (2000). The statistical analysis showed that there is a significant correlation between teacher’s well-being and CFTB (r = 0,503, p < 0,01). The results of this study indicate that there is a relationship between teachers' perceptions of a healthy and successful life in the workplace with teachers’ behavior to foster student creativity."

"Kreativitas menjadi salah satu kemampuan yang paling dibutuhkan di masa depan. Oleh karena itu, kreativitas harus dikembangkan sedini mungkin agar dapat memaksimalkan potensi individu. Guru merupakan salah satu tokoh penting dalam mengembangkan kreativitas anak. Sebagai salah satu tokoh penting, guru perlu didukung oleh sekolah dalam mendorong kreativitas anak. Penelitian ini bertujuan untuk melihat hubungan antara perceived school support dan creativity fostering teacher behavior pada guru sekolah dasar inklusif. Sebanyak 143 guru sekolah dasar inklusif dari 6 provinsi di Jawa, Bali, dan Sumatera menjadi partisipan penelitian. Alat ukur yang digunakan dalam penelitian ini adalah CFTIndex oleh Soh (2000) dan PSSIE oleh Ahmmed (2013). Mayoritas partisipan adalah perempuan (N=126) dengan rentang usia 18-65 tahun (M = 38.71). Hasil analisis korelasi menunjukkan bahwa terdapat hubungan positif yang signifikan antara perceived school support dan creativity fostering teacher behavior pada guru sekolah dasar inklusif. Hal ini menunjukkan bahwa apabila persepsi dukungan sekolah yang dimiliki guru meningkat, maka perilaku guru dalam mendorong kreativitas siswa cenderung meningkat. Implikasi dari penelitian ini adalah meningkatkan pemahaman dan kesadaran guru mengenai perceived school support dan creativity fostering teacher behavior.

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Creativity is one of the skills most needed in the future. Therefore, creativity must be developed as early as possible to maximize individual potential. The teacher is one of the important figures in developing children's creativity. As one of the important figures, teachers need to be supported by schools in encouraging children's creativity. This study analyzed the relationship between perceived school support and creativity fostering teacher behavior in inclusive elementary school teachers. A total of 143 inclusive primary school teachers from 6 provinces in Java, Bali and Sumatra became research participants. The measuring instruments used in this study were CFTIndex by Soh (2000) and PSSIE by Ahmmed (2013). Most participants were women (N=126) with an age range of 18-65 years (M = 38.71). The results of the Spearman correlation analysis showed that there is a significant positive relationship between perceived school support and creativity fostering teacher behavior in inclusive elementary school teachers. This reflects a notion that if the teacher's perception of school support in inclusive education increases, the teacher's behavior in encouraging student creativity tends to increase. The implication of this research is to increase teacher understanding and awareness regarding perceived school support and creativity fostering teacher behavior."

"Guru di sekolah dasar (SD) inklusif menghadapi beragam tantangan yang dapat berdampak pada penurunan performa guru dalam mengajar, termasuk perilaku mengembangkan kreativitas pada siswa. Penelitian ini bertujuan untuk mengetahui hubungan antara self-compassion guru SD inklusif dengan creativity fostering teacher behavior (CFTB). Penelitian yang melibatkan 143 partisipan guru ini menggunakan alat ukur CFTIndex untuk mengukur CFTB dan SWD untuk mengukur self-compassion . Hasil penelitian menggunakan Spearman’s rho menunjukkan ada hubungan yang signifikan antara self-compassion dan CFTB pada guru SD inklusif. Di sisi lain, dimensi self-kindness, self-judgment, common humanity, mindfulness , dan overidentification berhubungan secara signifikan dengan CFTB. Namun, hubungan yang tidak signifikan ditemukan pada dimensi isolation dan CFTB. Implikasi hasil penelitian ini adalah dapat menjadi pijakan bagi penelitian selanjutnya yang serupa dan meningkatkan kesadaran bagi pihak sekolah serta guru SD inklusif akan pentingnya self-compassion dalam pelaksanaan CFTB.

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Playing the role of a teacher in an inclusive elementary school does not rule out the possibility of facing challenges that can impact teacher performance in teaching, including fostering student’s creativity. This study aims to determine the relationship between self-compassion and creativity fostering teacher behavior (CFTB) in inclusive elementary school teachers. This study involved 143 participating class teachers and subject teachers at inclusive primary schools with at least 1 year of teaching experience. The instruments used are CFTIndex to measure CFTB  and SWD to measure self-compassion. The results of the study using Spearman's rho showed that there was a significant relationship between self-compassion and CFTB in inclusive elementary school teachers. In addition, the dimensions of self-kindness, self-judgment, common humanity, mindfulness, and overidentification are significantly related to CFTB. However, no significant relationship was found in the dimension of isolation and CFTB. The implication of the results of this study is that it can become a basis for further similar research and increase awareness for schools and inclusive elementary school teachers of the importance of self-compassion in the implementation of CFTB."

"Guru merupakan faktor yang berperan dalam mengembangkan kreativitas siswanya. Upaya yang dilakukan guru dalam mengembangkan kreativitas siswanya disebut creativity-fostering teacher behavior. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian Big Five dan creativity-fostering teacher behavior pada guru sekolah dasar di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Pada penelitian ini, instrumen pengukuran yang digunakan adalah Big Five Inventory (BFI) (John, 1990) dan Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) dengan 131 guru sebagai partisipan. Hasil penelitian menunjukkan bahwa dimensi kepribadian openness, conscientiousness, extraversion, dan agreeableness dan creativity-fostering teacher behavior berkorelasi negatif signifikan (r(131) = -.328 ; -.252 ; -.263 ; -.214, p < 0.05, two-tailed, serta dimensi kepribadian neuroticism dan creativity-fostering teacher behavior ditemukan tidak berhubungan (r(131) = .132, p < 0.05, two-tailed). Hasil penelitian ini menunjukkan bahwa tinggi rendahnya skor kepribadian guru pada dimensi openness, conscientiousness, extraversion, dan agreeableness berlawanan dengan tingkat perilaku guru yang mengembangkan kreativitas siswanya dan tinggi rendahnya skor kepribadian guru pada dimensi neuroticism tidak berhubungan dengan perilaku guru yang mengembangkan kreativitas siswanya.

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Teachers are the factors that play a role in fostering the creativity of their students. Efforts made by the teacher to foster the creativity of their students are called creativity-fostering teacher behavior. This study aims to see the relationship between Big Five personality and creativity-fostering teacher behavior in elementary school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). In this study, the measurement instruments used were the Big Five Inventory (BFI) (John, 1990) and the Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) with 131 teachers as the participants. The results showed that the personality dimensions of openness, conscientiousness, extraversion, agreeableness and creativity-fostering teacher behavior had a significant negative correlation (r(131) = -.328; -.252; -.263; -.214, p < 0.05, two-tailed), as well as the personality dimensions of neuroticism and creativity-fostering teacher behavior were found to be unrelated (r(131) = .132, p < 0.05, two-tailed). The results of this study indicate that the teacher's personality score on the dimensions of openness, conscientiousness, extraversion, and agreeableness contrasts with the level of teacher behavior that develops student creativity, and the teacher's personality score on the neuroticism dimension is not related to teacher behavior that develops student creativity."

"Topik kesejahteraan pada guru menjadi pembahasan yang terus bergulir dari tahun ke tahun. Hingga saat ini, guru masih dianggap sebagai salah satu profesi dengan tingkat stres yang cukup tinggi, tak terkecuali guru di sekolah dasar yang tugasnya lebih menantang dibandingkan guru di jenjang pendidikan lain. Padahal, stres pada guru dapat memengaruhi berbagai aspek, bukan hanya terhadap proses belajar siswa, melainkan juga pemenuhan kebutuhan personal guru itu sendiri. Oleh karena itu, penting bagi guru untuk memiliki teacher subjective well-being yang baik. Salah satu faktor yang diduga dapat memengaruhi teacher subjective well-being adalah self-compassion. Penelitian ini hadir untuk mengeksplorasi hubungan antara self-compassion dan teacher subjective well-being pada guru sekolah dasar dengan menggunakan Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) dan Self-Compassion Scale (SCS-LF; Neff, 2003a). Melalui 224 partisipan yang mengikuti penelitian ini, ditemukan korelasi positif yang signifikan antara self-compassion dengan teacher subjective well-being (r = 0,389, p < 0,01). Dalam hal ini, komponen-komponen positif dalam self-compassion mampu membantu guru sekolah dasar memaknai perannya lebih dalam sehingga teacher subjective well-being pada guru meningkat.

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The topic of teacher well-being is commonly discussed over time. Up to this day, teacher is still mainly named as one of the most stressful job, not to mention elementary school teachers whose demands are more challenging than other secondary teachers. This topic is appealing since teacher’s stress influences some aspects, not only student’s learning process, but also teacher’s journey on personal growth. Therefore, it is important for teacher to maintain a good level of teacher subjective well-being. One of the factors expected to be affecting teacher subjective well-being is self-compassion. This study aimed to explore the correlation between self-compassion and teacher subjective well-being among elementary school teachers using Teacher Subjective Well-Being Questionnaire (TSWQ; Renshaw et al., 2015) and Self-Compassion Scale (SCS-LF; Neff, 2003a). Through the participation of 224 elementary school teachers, a positive, significant correlation is found between self-compassion and teacher subjective well-being (r = 0,389, p < 0,01). In this case, the positive components of self-compassion can help elementary school teachers grasp the meaning of their own role, thus increasing their teacher subjective well-being."

"Pentingnya peran kreativitas sebagai bekal individu untuk menghadapi tantangan di era digital sayangnya belum sejalan dengan kenyataan bahwa Indonesia memiliki posisi rendah dalam indikator kreativitas dibandingkan dengan negara lain. Untuk mengatasinya, kreativitas perlu dipupuk sejak usia sekolah dan membutuhkan peranan besar dari guru. Namun, guru membutuhkan dukungan dalam mengembangkan kreativitas siswa, baik siswa reguler maupun berkebutuhan khusus di sekolah inklusif. Oleh karena itu, penelitian ini bertujuan untuk melihat hubungan antara perceived social support dengan Creativity Fostering Teacher Behavior (CFTB). Penelitian dilakukan kepada 143 guru di sekolah dasar inklusif. Perceived social support diukur dengan menggunakan adaptasi alat ukur R-MSPSS yang terdiri atas komponen kepala sekolah, guru, keluarga, dan teman (non-kolega). CFTB diukur dengan menggunakan alat ukur CFTIndex yang mencakup dimensi independence, integration, motivation, judgment, flexibility, evaluation, question, opportunities, dan frustration. Hasil uji korelasi menunjukkan bahwa terdapat hubungan yang signifikan antara perceived social support dengan CFTB (rs=0.291, p<.001, two-tailed). Hal ini menunjukkan bahwa untuk dapat menerapkan CFTB, guru sekolah dasar inklusif membutuhkan dukungan dari teman (non-kolega), kepala sekolah, guru, dan keluarga. Implikasi dari penelitian ini memberikan penekanan bahwa kolaborasi antar seluruh sumber dukungan sosial yang ada di sekitar guru sangat penting untuk dapat mengembangkan potensi kreativitas yang dimiliki siswa.

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The importance of creativity as an individual's provision to face challenges in the digital era is unfortunately not in line with the fact that Indonesia has a low position on creativity indicators compared to other countries. The teacher has a significant role in nurturing creativity starting from school. Teachers need support in developing students' creativity for regular students and students with special needs. Therefore, this research aims to see the relationship between perceived social support and Creativity Fostering Teacher Behavior (CFTB). The research was conducted on 143 teachers in inclusive primary schools. Perceived social support is measured using the adaptation of the R-MSPSS measurement, which consists of the principal, teacher, family, and friends components. CFTB is measured using the CFTIndex measurement, which includes the dimensions of independence, integration, motivation, judgment, flexibility, evaluation, question, opportunities, and frustration. The correlation test results showed a significant relationship between perceived social support and CFTB (rs=0.291, p<.001, two-tailed). The results show that to implement CFTB, inclusive primary school teachers need support from the principal, teachers, family, and friends. The implications of this study emphasize that collaboration between all sources of social support around teachers is essential to develop students' best potential."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan perencanaan instruksional pada guru sekolah dasar negeri yang ada di Jakarta. Pengukuran teacher efficacy menggunakan alat ukur Teacher’s Sense of Efficacy Scale (TSES) (Tschanen-Moran, Hoy & Hoy, 1998), dan pengukuran perencanaan instruksional menggunakan alat ukur yang dibuat berdasarkan teori perencanaan dan persiapan dari Cole dan Chan (1986). Partisipan penelitian ini berjumlah 57 orang guru sekolah dasar negeri di Jakarta. Hasil penelitian ini menunjukkan terdapat hubungan positif yang signifikan antara teacher efficacy dengan perencanaan instruksional pada guru sekolah dasar negeri di Jakarta (r = 0.387; p = 0.003, signifikan pada los 0.01). Artinya, semakin tinggi teacher efficacy yang dimiliki seorang guru, maka semakin tinggi pula perencanaan instruksionalnya. Selain itu, hasil tambahan yang dapat diperoleh dari penelitian ini adalah tidak terdapat perbedaan mean skor teacher efficacy dan perencanaan instruksional berdasarkan data demografis partisipan.

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The purpose of this research is to investigate the correlation between teacher efficacy and instructional planning among elementary school teachers in Jakarta. Teacher efficacy was measured using Teacher’s Sense of Efficacy Scale (TSES) (Tschanen-Moran, Hoy & Hoy, 1998), and instructional planning was measured using an instrument that being constructed based on Cole and Chan’s planning and preparation theory (1986). The participants of this research are 57 elementary school teachers in Jakarta.

The main result of this research shown that there is a positively significant correlation between teacher efficacy and instructional planning among elementary teachers in Jakarta (r = 0.387; p = 0.003, signicant at the 0.01 level). It means, the higher teacher’s efficacy, the higher on their instructional planning. As an additional result, this research shown that there is no differences in mean score teacher efficacy and instructional planning based on participant’s demographic data."

"Pendidikan inklusif di tingkat sekolah dasar merupakan salah satu usaha untuk mendukung pendidikan formal yang merata bagi setiap anak. Namun, pada implementasinya tidak terlepas dari berbagai tantangan, sehingga penting bagi guru untuk memiliki karakter yang bersemangat dan berkomitmen terhadap pekerjaannya dalam jangka panjang terlepas dari tantangan yang dihadapi melalui kegigihan. Penelitian ini merupakan penelitian kuantitatif untuk mengetahui hubungan antar variabel yang melibatkan 111 partisipan. Karakteristik partisipan dalam penelitian ini terdiri dari: guru aktif di tingkat sekolah dasar (SD) atau madrasah ibtidaiyah (MI) inklusif, pernah atau sedang mengajar minimal 1 anak berkebutuhan khusus (ABK) di dalam kelas, berdomisili di Indonesia, dan telah mengajar selama minimal 1 semester (6 bulan). Dalam penelitian ini, peneliti menggunakan alat ukur 12-Item Grit Scale (Duckworth dkk., 2007) dan alat ukur Teachers’ Subjective Well-being Questionnaire bahasa Indonesia (Saleh, dkk., n.d). Hasil uji korelasi menggunakan Spearman correlation menemukan bahwa kegigihan dan kesejahteraan subjektif guru memiliki korelasi positif yang signifikan dengan r=0.41**, p<0,01. Hasil penelitian juga menemukan bahwa komponen dalam kegigihan, yaitu: consistency of interest dan perseverance of effort memiliki korelasi positif dan signifikan dengan kesejahteraan subjektif guru di sekolah dasar (SD) inklusif.

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Inclusive education at the primary school is one of the efforts to support equality in formal education for every child. However, the implementation cannot be separated from various challenges, such as: increasing teacher assignments, stress due to the diversity of students in the classroom, and lack of competence to deal with special education needs students which can affect the level of teachers' subjective well-being. To face it, teachers need to have passion and consistent character towards their work in the long term regardless of the challenges through grit. This study is a quantitative study to determine the relationship between variables involving 111 participants. The characteristics of the participants in this study consisted of: teachers at the primary inclusive school or madrasah ibtidaiyah (MI), had or was teaching at least 1 special education needs student in the classroom, domiciled in Indonesia, and being a teacher for at least 1 semester (6 months). In this study, researcher used 12-item Grit Scale (Duckworth, et.al., 2007) and Teachers’ Subjective Well-being Questionnaire Indonesian Version (Saleh, et.al, n.d). The results of Spearman correlation found that grit and teachers' subjective well-being had a significant positive correlation with r=0.41**, p<0.01. This research also finds positive correlation between components of grit (consistency of interest and perseverance of effort with teachers’ subjective well-being on inclusive primary school’s teachers."