Technostress pada Guru Sekolah Luar Biasa: Peran Efikasi Diri, Dukungan Sosial, dan Kecerdasan Emosi
DOI:
https://doi.org/10.58230/5d52a238Keywords:
technostress, efikasi diri, dukungan sosial, kecerdasan emosi, guru slbAbstract
Transformasi digital dalam pendidikan mendorong guru mengintegrasikan teknologi informasi dalam pembelajaran. Bagi guru Sekolah Luar Biasa (SLB), tuntutan ini lebih kompleks karena penggunaan teknologi harus disesuaikan dengan karakteristik peserta didik berkebutuhan khusus. Kondisi tersebut berpotensi memunculkan technostress. Penelitian ini bertujuan menganalisis pengaruh efikasi diri, dukungan sosial, dan kecerdasan emosi terhadap technostress pada guru SLB. Penelitian menggunakan pendekatan kuantitatif dengan desain survei korelasional terhadap 148 guru SLB yang dipilih melalui teknik purposive sampling. Instrumen penelitian meliputi skala Technostress (α = 0,871), Efikasi Diri (α = 0,889), Dukungan Sosial (α = 0,889), dan Kecerdasan Emosi (α = 0,901). Data dianalisis menggunakan regresi linear berganda. Hasil menunjukkan model regresi signifikan (F = 20,982; p < 0,001) dengan R² = 0,304, sehingga ketiga variabel secara bersama-sama menjelaskan 30,4% variasi technostress. Secara parsial, efikasi diri berpengaruh negatif signifikan terhadap technostress (β = -0,212; p = 0,027), demikian pula kecerdasan emosi (β = -0,287; p = 0,011). Dukungan sosial tidak berpengaruh signifikan (β = -0,125; p = 0,207). Temuan menunjukkan faktor psikologis internal lebih berperan dalam menurunkan technostress. Sekolah disarankan mengembangkan program penguatan efikasi diri dan kecerdasan emosi serta pelatihan teknologi yang sesuai dengan kebutuhan guru SLB.
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