Hubungan Pemberdayaan Psikologis dan Dukungan Sosial Kepala Sekolah dengan Kreativitas Guru dalam Pembelajaran Hybrid di SMP (The Relationship between Psychological Empowerment and Social Support of Principals and Teacher Creativity in Hybrid Learning in Junior High Schools)

Shoikhatul, Jannah (2022) Hubungan Pemberdayaan Psikologis dan Dukungan Sosial Kepala Sekolah dengan Kreativitas Guru dalam Pembelajaran Hybrid di SMP (The Relationship between Psychological Empowerment and Social Support of Principals and Teacher Creativity in Hybrid Learning in Junior High Schools). Masters thesis, Universitas 17 Agustus 1945 Surabaya.

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Abstract

Pandemi Covid-19 yang berlangsung lebih dari dua tahun, berdampak pada semua sektror kehidupan tidak terkecuali dunia pendidikan. Perkembangan dunia pendidikan era indusrti 4.0 saat ini yang serba modern dan digital menuntut guru untuk lebih kreatif dalam melaksanakn tugas pembelajarannyanya sehingga guru diharuskan memiliki kreativitas dalam memenuhi tuntutan tersebut. Kretaivitas yang dimiliki guru dapat meningkatkan mutu pembelajaran yang berujung tercapainya pendidikan yang bermutu. Kreativitas guru akan meningkat melalui berbagai alternative salah satunya melalui pemberdayaan psikologis guru dan dukungan sosial kepala sekolah. Penelitian kali ini bertujuan untuk mengetahui adanya hubungan peberdayaan psikologis dan dukungan sosial kepala sekolah dengan kreativitas guru dalam pembelajaran hybrid. Metode pada penelitian ini menggunakan analisi Spearman Brown dengan teknik analisis menggunakan SPSS versi 20 for windows Berdasarkan hasil SPSS diperoleh hasil bahwa, 1) Tidak ditemukan adanya hubungan pemberdayaan psikologis dan dukungan sosial kepala sekolah dengan kreativitas guru dalam pembelajaran hybrid di SMP, 2) ada hubungan pemberdayaan psikologis dengan kreativitas guru dalam pembelajaran hybrid di SMP, 3) ada hubungan dukungan sosial kepala sekolah dengan kreativitas guru dalam pembelajaran hybrid di SMP. (The Covid-19 pandemic, which has lasted more than two years, has had an impact on all sectors of life, including the world of education. The development of the world of education in the current industrial era 4.0 which is completely modern and digital requires teachers to be more creative in carrying out their learning tasks so that teachers are required to have creativity in meeting these demands. The creativity possessed by the teacher can improve the quality of learning which leads to the achievement of quality education. Teacher creativity will increase through various alternatives, one of which is through the psychological empowerment of teachers and the social support of school principals. This research aims to determine the relationship between psychological empowerment and social support of school principals with teacher creativity in hybrid learning. The method in this study used Spearman Brown's analysis with analysis techniques using SPSS version 20 for windows. Based on the SPSS results, it was found that, 1) there was no relationship between psychological empowerment and social support of school principals with teacher creativity in hybrid learning in junior high schools, 2) there was a relationship psychological empowerment with teacher creativity in hybrid learning in junior high schools, 3) there is a relationship between the social support of school principals and teacher creativity in hybrid learning in junior high schools.)

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