Eksplorasi Makna Hidup pada Shadow Teacher dari Siswa Disabilitas: Studi Fenomenologi Interpretatif
DOI:
https://doi.org/10.26740/cjpp.v12n02.p809-825Keywords:
Shadow teacher, Makna hidup, Siswa disabilitasAbstract
Shadow teacher berperan penting dalam penerapan Pendidikan Inklusi karena berhubungan dekat dengan para siswa disabilitas, orang tua, dan tenaga kependidikan lainnya. Memahami makna hidup pada shadow teacher akan memberikan wawasan mengenai bagaimana mereka memaknai kehidupannya sebagai seorang individu dengan pekerjaannya dalam mendampingi siswa disabilitas. Penelitian bertujuan memahami makna hidup pada shadow teacher dari siswa disabilitas. Penelitian ini dilakukan dengan metode kualitatif melalui pendekatan studi fenomenologi dalam paradigma interpretatif. Partisipan penelitian merupakan 5 shadow teacher dengan pengalaman kerja selama lebih dari 5 tahun yang bekerja di sekolah inklusi swasta Islam sebagai lokasi penelitian. Data dikumpulkan dengan wawancara mendalam semi terstruktur dan dianalisis menggunakan metode Interpretative Phenomenological Analysis (IPA). Analisis data menghasilkan 4 tema utama, yaitu: Orientasi Hidup, Memaknai Pekerjaan, Relasi dalam Bekerja, dan Emosi Positif. Pemaknaan subjektif muncul dalam kehidupan partisipan melalui proses pada dimensi kognitif, emosional, relasional, serta spiritual dari pengalaman dan pekerjaannya. Penelitian ini menyorot pentingnya bagi pihak sekolah untuk memberikan fasilitas pengembangan diri yang bermakna serta kolaboratif untuk mendukung kesejahteraan mental shadow teacher.
Abstract
Shadow teachers play an important role in the implementation of Inclusive Education because they are in close contact with students with disabilities, parents, and other education personnel. Understanding the meaning in life of shadow teachers will provide insight into how they interpret their life as an individual with their work in assisting students with disabilities. This study aims to understand the meaning in life of shadow teachers of students with disabilities. This research was conducted using a qualitative method through a phenomenological study approach within an interpretative paradigm. The research participants were 5 shadow teachers with more than 5 years of work experience working in a private Islamic inclusive school as the research location. Data were collected using semi-structured in-depth interviews and analyzed using the Interpretative Phenomenological Analysis (IPA) method. Data analysis revealed 4 main themes, namely: Life Orientation, Making Meaning of Work, Relationships at Work, and Positive Emotions. Subjective meaning emerges in participants' lives through processes on the cognitive, emotional, relational, and spiritual dimensions of their experiences and work. This research highlights the need for schools to provide meaningful and collaborative self-development facilities to support shadow teachers' mental well-being.
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