Emotion-Focused Coping pada Guru Non-Linier (Non-PLB) yang Mengajar Anak Berkebutuhan Khusus di Sekolah Luar Biasa

Emotion-Focused Coping in Non-Linier (Non-Special Education) Teachers Teaching Children with Special Needs in Special School

Penelitian ini bertujuan untuk memahami strategi berfokus emosi (emotion-focused coping) yang digunakan oleh guru non linier (non-PLB) dalam mengatasi tantangan dalam mengajar anak berkebutuhan khusus (ABK) di Sekolah Luar Biasa (SLB). Pendekatan yang digunakan adalah pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data dilakukan melalui wawancara semi terstruktur dan dianalisis secara tematik. Hasil penelitian menunjukkan bahwa pada fase awal mengajar, seluruh partisipan mengalami tantangan dalam mengajar ABK di SLB seperti keterbatasan pengetahuan, tingginya beban mengajar ABK, dan tekanan emosional saat menghadapi ABK. Dalam menghadapi tantangan tersebut, partisipan lebih dominan menggunakan emotion-focused coping seperti menemukan makna dan mengubah sudut pandang menjadi lebih positif (penilaian ulang positif), menetapkan batasan, mengontrol diri, mengalihkan dengan aktivitas lain, menerima tanggung jawab sebagai guru SLB, menerima diri dan kondisi ABK, mendekatkan diri kepada Tuhan, dan mencari dukungan sosial emosional. Emotion-focused coping yang digunakan partisipan ini dipengaruhi oleh faktor internal dan eksternal

This study aims to understand the emotion-focused coping strategies used by non-linear (non-special education background) teachers in overcoming challenges when teaching children with special needs in Special Schools. The research employed a qualitative approach with a case study method. Data were collected through semi-structured interviews and analyzed thematically. The findings reveal that in the early stages of teaching, all participants faced various challenges such as limited knowledge, the high demands of teaching children with special needs, and emotional stress when dealing with these students. In coping with these challenges, participants predominantly used emotion-focused coping strategies, including finding meaning and reframing perspectives positively (positive reappraisal), setting boundaries, practicing self-control, diverting to other activities, accepting responsibility as teachers, accepting themselves and the condition of their students, turning to religion, and seeking emotionalsocial support. These emotion-focused coping strategies were influenced by both internal and external factors.