Pengalaman Guru Mengelola Emosi dalam Mendampingi Anak Tunagrahita di SLB C Dharmarena Ring Putra 1

Abstract

Teachers at SLB C Dharmarena Ring Putra 1 face various challenges in assisting students with intellectual disabilities who exhibit aggressive behavior, have difficulty following instructions, and demonstrate limited independence, leading to various negative emotional experiences during the learning process. These conditions require teachers to possess emotional management skills to maintain professionalism and provide optimal educational services. This study aimed to explore teachers' experiences in experiencing and managing negative emotions while assisting students with intellectual disabilities at SLB C Dharmarena Ring Putra 1, describe the forms of negative emotions experienced by teachers, identify the factors contributing to these emotional experiences, and examine how teachers manage their emotions throughout the assistance process. This study employed a qualitative method with a phenomenological approach. Three teachers were recruited as participants using the snowball sampling technique. Data were collected through in-depth interviews and observations. Data analysis followed Moleong's qualitative analysis procedures, including data collection, data reduction, coding, theme categorization, and conclusion drawing. The analysis process was also supported by Notebook LM AI as a tool for organizing the research data. The findings revealed that teachers experienced various negative emotions, including annoyance, disgust, anxiety, sadness, crying, anger, worry, guilt, offense, frustration, and fear while assisting students with intellectual disabilities. Teachers managed these emotional experiences through Goleman's five dimensions of emotional intelligence: self-awareness by recognizing their emotional responses during the assistance process, self-regulation by controlling negative emotions to prevent them from affecting their treatment of students, self-motivation by transforming concerns about students' future into motivation to provide better learning experiences, empathy by understanding the limitations and needs of students with intellectual disabilities, and relationship management by implementing learning strategies that helped students regain focus and foster positive interactions throughout the learning process.