PENGARUH REGULASI EMOSI TERHADAP KESEJAHTERAAN PSIKOLOGIS PADA GURU DI SEKOLAH INKLUSI

JENNIFER DORCAS ESTHERINA SIMANGUNSONG, . (2025) PENGARUH REGULASI EMOSI TERHADAP KESEJAHTERAAN PSIKOLOGIS PADA GURU DI SEKOLAH INKLUSI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh regulasi emosi terhadap kesejahteraan psikologis pada guru di sekolah inklusi. Penelitian ini menggunakan metode kuantitatif dengan analisis uji regresi linear berganda. Pengumpulan data dilakukan dengan instrumen Emotion Regulation Questionnaire oleh Gross dan John (2003) dan Psychological Well-Being Scale oleh Ryff (1989). Pengambilan sampel menggunakan teknik non-probability sampling dengan jenis purposive sampling dengan menggunakan kuesioner untuk mengumpulkan data. Data yang diperoleh berjumlah sebanyak 91 responden yang merupakan guru sekolah di DKI Jakarta yang sedang mengajar Anak Berkebutuhan Khusus (ABK) di kelas. Hasil penelitian menunjukkan bahwa terdapat pengaruh regulasi emosi terhadap kesejahteraan psikologis pada guru di sekolah inklusi. Adapun secara terpisah, hanya salah satu strategi dari regulasi emosi yang berpengaruh secara signifikan terhadap kesejahteraan psikologis pada guru di sekolah inklusi, yaitu expressive suppression, dengan arah pengaruh negatif, sedangkan cognitive reappraisal tidak berpengaruh terhadap kesejahteraan psikologis pada guru di sekolah inklusi. Temuan ini menunjukkan pentingnya pemahaman mengenai strategi regulasi emosi bagi guru di lingkungan inklusif. Kata Kunci: regulasi emosi, kesejahteraan psikologis, guru, sekolah inklusi ***** This study aims to examine the influence of emotion regulation on the psychological well-being of teachers in inclusive schools. A quantitative method was used, employing multiple linear regression analysis. Data were collected using the Emotion Regulation Questionnaire by Gross and John (2003) and the Psychological Well-Being Scale by Ryff (1989). The sampling technique used was non-probability sampling, specifically purposive sampling, with questionnaires distributed to gather data. A total of 91 respondents participated, consisting of teachers in DKI Jakarta who are currently teaching children with special needs (in the classroom. The results showed that emotion regulation has an influence on the psychological well-being of teachers in inclusive schools. However, when analyzed separately, only one emotion regulation strategy, expressive suppression, had a significant influence, and it was negative. On the other hand, cognitive reappraisal did not significantly affect psychological well-being. These findings highlight the importance of understanding and applying adaptive emotion regulation strategies among teachers working in inclusive educational environments. Keywords: emotion regulation, psychological well-being, teachers, inclusive school

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Iriani Indri Hapsari, M.Psi, Psikolog ; 2). Santi Yudhistira, M.Psi., Psikolog
Subjects:	Pendidikan > Psikologi Pendidikan
Divisions:	FPPsi > S1 Psikologi
Depositing User:	Users 30458 not found.
Date Deposited:	13 Aug 2025 01:28
Last Modified:	13 Aug 2025 01:28
URI:	http://repository.unj.ac.id/id/eprint/59884

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