Hubungan Antara Resiliensi dengan Kinerja Guru dalam Menghadapi Tantangan Metode Belajar Deep Learning

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara resiliensi dengan kinerja guru dalam menghadapi tantangan metode belajar Deep Learning pada guru SMP Dharma Pancasila. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Subjek penelitian adalah 45 orang guru yang dipilih dengan teknik total sampling. Instrumen penelitian berupa skala resiliensi dan skala kinerja guru yang disusun berdasarkan indikator teoritis dan dokumentasi. Hasil uji reliabilitas menunjukkan bahwa skala resiliensi memiliki nilai Cronbach’s Alpha sebesar 0,885, sehingga dinyatakan reliabel. Uji normalitas dengan Kolmogorov-Smirnov menunjukkan data berdistribusi normal (p > 0,05), dan uji linearitas menunjukkan adanya hubungan linear antar variabel (p > 0,05). Hasil analisis korelasi Product Moment Pearson menunjukkan bahwa terdapat hubungan positif yang signifikan antara resiliensi dengan kinerja guru (r = 0,653; p = 0,000). Koefisien determinasi (R²) sebesar 0,426 yang berarti resiliensi berkontribusi sebesar 42,6% terhadap kinerja guru, sementara sisanya dipengaruhi faktor lain. Berdasarkan hasil perhitungan mean hipotetik dan empirik, diketahui bahwa resiliensi guru berada pada kategori cukup (mean empirik = 60,76), dan kinerja guru juga berada pada kategori cukup (mean empirik = 77,84). Dengan demikian, dapat disimpulkan bahwa resiliensi merupakan salah satu faktor penting yang berhubungan dengan kinerja guru, meskipun masih terdapat faktor lain yang turut mempengaruhi. This research aims to examine the correlation between resilience and teacher performance in facing the challenges of deep learning methods among teachers at SMP Dharma Pancasila. The study employed a quantitative approach with a correlational method. The participants were 45 teachers selected using total sampling technique. The research instruments consisted of a resilience scale and a teacher performance scale developed based on theoretical indicators and documentation . The reliability test showed that the resilience scale obtained a Cronbach’s Alpha of 0.885, indicating that the instrument was reliable. The normality test using Kolmogorov-Smirnov confirmed that the data were normally distributed (p > 0.05), and the linearity test showed a linear correlation between the variables (p > 0.05). Pearson’s Product Moment correlation analysis revealed a significant positive correlation between resilience and teacher performance (r = 0.653; p = 0.000). The coefficient of determination (R²) was 0.426, which means that resilience contributed 42.6% to teacher performance, while the remaining percentage was influenced by other factors. Based on the comparison between hypothetical and empirical means, it was found that teachers’ resilience was in the moderate category (empirical mean = 60.76), and teacher performance was also in the moderate category (empirical mean = 77.84). Thus, it can be concluded that resilience is an important factor related to teacher performance, although other variables also play a role.