EKSPLORASI PENYEBAB BURNOUT DAN PENURUNAN KUALITAS PEMBELAJARAN: STUDI PADA GURU EKONOMI SMA LABORATORIUM UM

Ameylia Cavielda Ermalisa

Abstract


This study investigates the determinants of teacher burnout and examines its relationship to decreased learning quality. The case study was conducted with economic teachers in a Laboratory Senior High School State University of Malang (UM). The research methodology
adopted was qualitative and included in-depth interviews, classroom observations, and analysis of class notes. Findings indicate that teacher burnout is influenced by excessive workload, heavy administrative demands, inadequate institutional support, and psychological factors such as stress and emotional exhaustion. This burnout directly impacts the learning process and is characterized by reduced teaching motivation, the use of repetitive teaching methods, and decreased constructive contact with students. These findings highlight the importance of stress management interventions, increased institutional support, and workload management training
to maintain learning quality. This study aims to improve education policies to further enhance teacher well-being and improve learning quality.

Keywords: burnout, teachers, learning quality, case study, Laboratory Senior High School
State University of Malang

Full Text:

PDF

References


Atik Likai Tanjua, Desy Eka Citra Dewi, Nur Puspasari, Hilman Nugraha, & Deli

Meylindo. (2024). Kinerja Guru dan Permasalahannya. Sinar Dunia: Jurnal Riset Sosial Humaniora Dan Ilmu Pendidikan, 3(4), 161–171.

https://doi.org/10.58192/sidu.v3i4.2729

Aulia, M., & Rasyid, M. (2024). KESEIMBANGAN KEHIDUPAN KERJA

DITINJAU DARI BURNOUT PADA GURU PEREMPUAN DI

KECAMATAN KOTA BANGUN. PSIKOSAINS (Jurnal Penelitian Dan

Pemikiran Psikologi), 19(2), 210. https://doi.org/10.30587/psikosains.v19i2.7561

Azki, A., Muljono, P., & Pandjaitan, N. K. (2025). Pengaruh Kepuasan Kerja, Beban Kerja dan Kelelahan Kerja terhadap Kinerja Guru di Yayasan Waqaf Ar Risalah. Jurnal Ilmiah Mahasiswa Perbankan Syariah JIMPA), 5(1), 235– 246. https://doi.org/10.36908/jimpa.v5i1.545

Ekawanti, S., & Mulyana, O. P. (2016). Regulasi Diri dengan Burnout pada Guru. Jurnal Psikologi Teori Dan Terapan, 6(2), 113.

https://doi.org/10.26740/jptt.v6n2.p113-118

Fayza, N., Putantri, W., Alifah, N., Zahroh, K. N., Ar, S., & Sari, R. O. (2025). Mendeteksi dan Mengatasi Kejenuhan Belajar: Peran Kreativitas Guru dalam Membentuk Motivasi Siswa. 7(2), 44–49.

Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714.

https://doi.org/10.1016/j.ijer.2020.101714

Paramita, L., & Afandi, N. K. (2024). Strategi Guru PAI dalam Mengatasi Burnout di SDN 011 Sangatta Utara. Jurnal al Muta’aliyah: Pendidikan Guru Madrasah Ibtidaiyah,

(2), 1–13. https://doi.org/10.51700/mutaaliyah.v4i2.768

Yulianti, A., & Dewanti, R. (2024). Dampak Burnout Guru Taman Kanak-kanak terhadap Kepuasan Kerja di Sidoarjo. Journal of Islamic Psychology, 1(1), 12. https://doi.org/10.47134/islamicpsychology.v1i1.47


Refbacks

  • There are currently no refbacks.