Hubungan antara Adversity Quotient (AQ) dengan Stres Kerja pada Guru Sekolah Dasar Negeri Gondangsari Kecamatan Banyubiru

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui hubungan negatif antara adversity quotient dengan stres kerja pada guru SD di kecamatan Banyubiru. Subyek penelitian adalah para guru yang mengajar di kelas 1-6 berjumlah 29 orang. Variabel adversity quotient di ukur berdasarkan aspek-aspek menurut Stoltz (2007) yang terdiri 45 item valid dengan koefisien korelasi = 0,879. Variabel stres kerja di ukur berdasarkan aspek-aspek menurut Behr dan Newman ( dalam Indraningsih,2010) yang terdiri 35 item valid dan koefisien korelasi = 0,582. Data di analisis menggunakan teknik analisa korelasi Product Moment. Hasil penelitian dengan koefisien korelasi sebesar -0,865 dengan p= 0,000 (p<0,05) menunjukkan terdapat hubungan negatif yang signifikan antara adversity quotient dengan stres kerja pada guru. Hal ini berarti semakin tinggi adversity quotient seorang guru berarti semakin rendah stres kerja, demikian pula sebaliknya semakin rendah adversity quotient yang di miliki seorang guru berarti semakin tinggi stres kerja.

The purpose of this study is to find out the negative correlation between adversity quotient and teachers’ working stress in Gondangsari Elementary School in Banyubiru Sub-Disctrict. The subjects of this study were 29 teachers who were teaching the first until the sixth grades. The adversity quotient variable was measured based on certain aspects proposed by Stoltz (2007). There were 45 valid items with correlation coefficient = 0,879. The working stress variables were measured based on certain aspects proposed by Behr and Newman (in Indraningsih,2010) and they consisted of 35 valid items with correlation coefficient = 0,582. The data were then analyzed using Product Moment correlation analysis technique. The result of this study showed that the correlation coefficient = -0,865 with p= 0,000 (p<0,05) implied that there was a significant negative correlation between adversity quotient and teachers’ working stress. It implied that the higher the teacher’s adversity quotient, the lower the working stress. Meanwhile, the lower the teacher’s adversity quotient, the higher the working stress.