Resiliensi pada Guru Honorer di Masa Pandemi
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Abstract
Pandemi melanda dunia hampir setahun lamanya. Virus covid-19 menyebar secara global tak terkecuali indonesia. Dampak dari pandemi juga dirasakan oleh guru. Guru honorer/guru tidak tetap yang bekerja pada beberapa sekolah negeri maupun swasta, sampai saat ini belum memiliki standar gaji yang menitikberatkan pada bobot jam pelajaran. Guru honorer memang menghadapi kenyataan yang memprihatinkan, mulai dari tingkat pengahasilan yang tidak menentu, para guru honorer sama sekali tidak memperoleh tunjangan-tunjangan yang disediakan oleh pemerintah sebagaimana para guru pegawai negeri sipil (PNS). Penelitian ini menggunakan metode penelitian kualitatif fenomenologis Subjek penelitian ini terdiri dari 2 guru di salah satu sekolah swasta di kabupaten Sumenep yang sudah menjadi guru honorer lebih dari 10 tahun. Hasil penelitian menunjukkan dinamika resiliensi pada guru honorer dapat didukung oleh beberapa faktor dalam terbentuknya resiliensi yang tinggi, diantaranya dukungan dari orang terdekat, baik dari pihak keluarga, teman sejawat, kemampuan social skill yang baik, serta religiusitas yang tinggi berupa niat yang murni untuk ibadah bukan untuk mencari keuntungan dari mengajar.
[The pandemic swept the world for almost a year. The covid-19 virus spreads globally, including in Indonesia. Teachers also felt the impact of the pandemic. Honorary teachers / non-permanent teachers who work in several public and private schools, so far, do not yet have a standard salary that focuses on weighted lesson hours. Honorary teachers do face a worrying reality, starting from the level of unpredictable income, honorary teachers do not get the allowances provided by the government as do civil servant teachers (PNS). This study used a phenomenological qualitative research method. The subjects of this study consisted of 2 teachers in a private school in Sumenep district who had been honorary teachers for more than 10 years. The results showed that the dynamics of resilience in honorary teachers can be supported by several factors in the formation of high resilience, including support from closest people, both from the family, peers, good social skills, and high religiosity in the form of a pure intention to worship instead of to profit from teaching].
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