Honors of Primary School Teachers Are Assessed From Their

Adaptability, Discipline and Confidence

Slameto
President University
slameto@president.ac.id

Abstract

One of the key findings of educational effectiveness research is the importance of class
level as a predictor of student learning outcomes. The effectiveness of education is inseparable
from effective teacher performance; Teacher effectiveness is the most important factor for
schools in improving student achievement; unfortunately not measured, recorded, or used to
inform meaningful decision making. The teacher's honor is one of the important characteristics
of teacher effectiveness; The role of teacher's honor as the main aspect of caring ethics in
teaching is neglected in the theoretical literature on concern. Teacher's honor has important
correlations and consequences; This study aims to find the determinants of teacher’s honor,
whether adaptability, discipline and/ self-confidence of the teacher. This is a correlational
quantitative research; The sample chosen was 33 elementary school teachers in Cikarang,
Indonesia; Data is captured using a self-rating scale with 28 items that are valid (0.262 - 0.783)
and reliable (0.933). The results of the analysis found a determinant model of the ability of
Adaptation to Teacher's Honor of 56.70%; if followed by Teacher's Confidence to 69.90%. The
findings of this study are very useful in empowering teachers through supervision to improve
the effectiveness of education.

Keywords: Teacher's Honor, Adaptation, Discipline, Confidence.

Pendahuluan
Salah satu temuan kunci dari beberapa dekade penelitian efektivitas pendidikan adalah
pentingnya tingkat kelas sebagai prediktor hasil belajar siswa (Muijs, D., Kyriakides, L., van
der Werf, G., Creemers, B., Timperley, H., & Earl, L. 2014). Efektivitas pendidikan tidak
terlepas dengan kinerja guru yang efektif; Efektivitas guru adalah keberhasilan guru dalam
menyosialisasikan siswa dan mempromosikan pengembangan afektif dan pribadi mereka,
selain keberhasilan dalam mengembangkan penguasaan kurikulum formal mereka (Brophy and
Good, 1986). Efektivitas guru merupakan faktor terpenting bagi sekolah dalam meningkatkan
prestasi siswa; sayangnya tidak diukur, dicatat, atau digunakan untuk menginformasikan
pengambilan keputusan dengan berbagai cara yang bermakna (Weisberg, D., Sexton, S.,
Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. 2009).
Kehormatan guru merupakan salah satu karakter penting dari efektivitas guru (Maria
Orlando EdD 2013; Walker, Robert J., 2008). Kehormatan guru sebagai fondasi penting bagi
pembelajaran terbaik siswa dan menjadi prasyarat untuk pengajaran yang efektif; Peran rasa
hormat sebagai aspek utama dari etika peduli dalam mengajar justru diabaikan dalam literatur
teoritis tentang kepedulian tersebut (Collinson, V., Killeavy, M., & Stephenson, H. J. 1998).
Holroyd, C., & Harlen, W. (1996) conceptualized confidence as a feeling of self-
assurance, a feeling that some task can probably be completed with the knowledge and skills
one possesses and without having to call on others for rescue. The four categories they used
were as follows:
1. I feel fully confident in my knowledge and skills.
2. I feel confident with a little guidance from others.
3. I feelI can manage but depend on advice from others.
4. I need help to develop my knowledge and skills in this.
Selanjutnya, percaya diri guru menurut Steve Turley, Kristin Powers & Karen Nakai (2006)
memiliki 6 indicator sesuai standar berikut ini: 1). engaging and supporting all students in
learning, 2). creating and maintening effective learning environments for student learning, 3).
understanding and organizing subject mater for student learning, 4). planning instruction and
designing learning. experiences for all students, 5). assessing student lcarning, and 6).
developing as a professional educator.
Disiplin didefinisikan sebagai praktik mengajar seseorang untuk mematuhi aturan atau
norma dengan menggunakan hukuman untuk memperbaiki perilaku yang tidak diinginkan
(Jennifer Carnevale, 2018). Di ruang kelas, seorang guru menggunakan disiplin untuk
memastikan rutinitas dipertahankan, peraturan sekolah diberlakukan, dan siswa berada dalam
lingkungan belajar yang aman. Sementara kata disiplin tampak negatif, tujuan menggunakan
disiplin adalah mengajarkan batas - batas siswa untuk membantu siswa mencapai tujuan hidup
pribadi dan akademik. Tanpa disiplin, pembelajaran tidak bisa diselesaikan. Jika siswa terus
mengganggu guru, yang lain di kelas akan terpengaruh. Jika seorang siswa tidak mengikuti
aturan dan tidak menyelesaikan tugas kelas atau pekerjaan rumah, siswa tersebut kehilangan
kesempatan belajar yang berharga. Tujuan dari disiplin adalah untuk memastikan setiap siswa
menerima sebagian besar dari pendidikan mereka.
This study aims to find the determinants of teacher’s honor, whether adaptability,
discipline and/ self-confidence of the teacher. The findings of this study are very useful in
empowering teachers through supervision to improve the effectiveness of education.

preliminary

One of the key findings of several decades of educational effectiveness research is the
importance of class level as a predictor of student learning outcomes (Muijs, D., Kyriakides,
L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. 2014). The effectiveness of
education is inseparable from effective teacher performance; Teacher effectiveness is the
success of the teacher in socializing students and promoting their affective and personal
development, in addition to success in developing mastery of their formal curriculum
(Brophy and Good, 1986). Teacher effectiveness is the most important factor for schools in
improving student achievement; unfortunately not measured, recorded, or used to inform
decision making in a variety of meaningful ways (Weisberg, D., Sexton, S., Mulhern, J.,
Keeling, D., Schunck, J., Palcisco, A., & Morgan , K. 2009).
 The teacher's honor is one of the important characters of teacher effectiveness (Maria
Orlando EdD 2013; Walker, Robert J., 2008). The honor of the teacher as an important
foundation for the best learning of students and becomes a prerequisite for effective teaching;
The role of respect as the main aspect of caring ethics in teaching is ignored in the theoretical
literature on concern (Collinson, V., Killeavy, M., & Stephenson, H. J. 1998).

Holroyd, C., & Harlen, W. (1996) conceptualized confidence as a feeling of self-

assurance, a feeling that some tasks may be completed with the knowledge and skills of
possessing and without having to call on others for rescue. The four categories they used
were as follows:
1. I feel fully confident in my knowledge and skills.
2. I feel confident with a little guidance from others.
3. I feel I can manage but depend on advice from others.
4. I need to help develop my knowledge and skills in this.
Furthermore, the confidence of teachers according to Steve Turley, Kristin Powers &
Karen Nakai (2006) has 6 indicators according to the following standards: 1). engaging and
supporting all students in learning, 2). creating and maintaining effective learning
environments for student learning, 3). understanding and organizing the subject mater for
student learning, 4). planning instruction and designing learning. experiences for all students,
5). assessing student training, and 6). developing as a professional educator.
Discipline is defined as the practice of teaching someone to obey rules or norms by
using punishment to correct unwanted behavior (Jennifer Carnevale, 2018). In the classroom,
a teacher uses discipline to ensure routines are maintained, school rules are enforced, and
students are in a safe learning environment. While the word discipline seems negative, the
purpose of using discipline is to teach students the boundaries to help students achieve
personal and academic life goals. Without discipline, learning cannot be completed. If
students continue to disturb the teacher, others in the class will be affected. If a student does
not follow the rules and does not complete class or homework assignments, the student loses
valuable learning opportunities. The purpose of the discipline is to ensure each student
receives a large portion of their education.

This study determines the teacher's honorarium, whether adaptability, discipline and
self-confidence of the teacher. The findings of this study are very useful in empowering
teachers through supervision to improve the effectiveness of education.

Metode

Penelitian ini merupakan penelitian korelasional kuantitatif; dilakukan berdasarkan

penilaian dari para guru terpilih di Kabupaten Cikarang Jawa Barat. Populasi penelitian ini dari
28 SD yang ada di Kecamatan Cikarang Pusat, terdapat 316 guru SD; Sampel dipilih secara
acak, 36 orang. Berdasarkan tujuan penelitian yang diajukan, ternyata penelitian ini adalah
penelitian kuantitatif inferensial. Penelitian kuantitatif mengungkapkan hubungan inferensial
antara dua atau lebih variabel yang bisa menjelaskan gejala, yang meneliti pengaruh variabel
X1 (Percaya diri Guru), X2 (Kemampuan beradaptasi guru) dan X3 (Kedisiplinan guru) terhadap
Y (Tingkat kehormatan guru); dan kemudian menemukan variabel penentu tiga variabel
independen yang bersangkutan. Pengumpulan data penelitian ini dilakukan pada semester 2
tahun 2018/2019.

Hipotesis statistik – Kehormatan guru diukur dengan skala ordinal terdiri dari 4 kategori yaitu:
rendah, agak rendah, sedang, tinggi dan sangat tinggi, diantara 5 kategori tersebut terdapat satu
tingkat kategori yang dominan. Di antara 3 variabel independen yaitu: X1 (Percaya diri Guru),
X2 (Kemampuan beradaptasi guru) dan X3 (Kedisiplinan guru) terdapat/ ada penentu/
determinan yang berpengaruh positif dan signifikan terhadap Y (Tingkat kehormatan guru).
Dengan kata lain, koefisien regresi prediktor penentu (b1) adalah positif dan signifikan.
Hipotesis statistik yang diajukan adalah:
H0: b1 = 0 (tidak ada prediktor utama tingkat kehormatan guru)
H1: b1 ≠ 0 (ada prediktor utama tingkat kehormatan guru)
Untuk menjelaskan dampak prediktor baik secara tunggal maupun ganda yang ditemukan dapat
melihat nilai b diantara 3 variabel penentunya. Selanjutnya nilai b diuji dengan t-test. Jika b
positif, dan t signifikan pada tingkat kesalahan kurang dari 0,05, hipotesis (H1) diterima.
Instrumen dan Teknik Analisis Data - Data penelitian ini merupakan data kuantitatif; Data
variabel dengan skala ordinal dinyatakan dalam bentuk kategori/ peringkat (Skala Likert)
sesuai dengan tujuan pengukuran. Data dikumpulkan melalui skala self-rating yang semula
terdiri dari 32 item, tetapi setelah diuji validitas dan reliabilitasnya tinggal 28 item; Skor
validitas item adalah 0.262 sampai 0.783, dengan indeks reliabilitas Cronbach Alpha = 0.933.
Pada tahap pertama data setiap variabel dianalisis dengan menggunakan distribusi frekuensi
dan dilanjutkan pada tahap kedua dengan analisis regresi linier ganda dengan Model Stepwise.
Dari hasil ini dikembangkan model hubungan (model kausal). Pola-pola berpengaruhnya
variabel independen (determinan) terhadap variabel terikat diuji dengan uji F pada tingkat 0,05.
Perhitungan ini dilakukan dengan SPSS versi 25. Dalam pengujian model, koefisien
determinan dari 3 variabel independen terhadap variabel dependen dihitung. Hasil perhitungan
koefisien determinasi dari 3 variabel independen dalam penelitian ini terhadap variabel
dependen sebesar koefisien adjusted R2. Jika signifikansi r kurang dari atau sama dengan 0,05,
maka model ini dinyatakan signifikan, karena X1-3 (yang terpilih) menjadi prediktor utama atau
determinan dalam mempengaruhi Y, sebesar koefisien adjusted R2.

Method
This research is quantitative correlational research; based on the assessment of selected
teachers in Cikarang, West Java. The population of this study was from 28 elementary schools
in Cikarang Pusat Subdistrict, there were 316 elementary school teachers; Samples were
randomly selected, 36 people. Based on the purpose of the research proposed, it turns out this
research is inferential quantitative research. Quantitative research reveals inferential
relationships between two or more variables that can explain symptoms, which examine the
effect of variables X1 (Teacher's confidence), X2 (teacher's ability to adapt) and X3 (Teacher's
discipline) to Y (Teacher's honor level); and then find the determinant variables of the three
independent variables concerned. Data collection for this study was conducted in semester 2 of
2018/2019.
Statistical hypothesis - Honor of teachers measured by ordinal scale consists of 4 categories,
namely: low, rather low, medium, high and very high, among the 5 categories there is one level
of the dominant category. Among the 3 independent variables, namely: X1 (Teacher's
Confidence), X2 (Teacher's adaptability) and X3 (Teacher's discipline) there are / there are
determinants / determinants that have a positive and significant effect on Y (Teacher's honor
level). In other words, the regression coefficient of the determinant predictor (b1) is positive
and significant. The statistical hypothesis proposed is:
H0: b1 = 0 (there is no main predictor of teacher honors level)
H1: b1 ≠ 0 (there are main predictors of teacher honor levels)
To explain the impact of predictors both singly and double found, we can see the value of b
among the 3 determining variables. Then the b value is tested by t-test. If b is positive, and t is
significant at the error rate of less than 0.05, the hypothesis (H1) is accepted.
Instruments and Data Analysis Techniques - This research data is quantitative data; Variable
data with ordinal scale are expressed in the form of categories / ratings (Likert Scale) according
to the measurement objectives. Data was collected through a self-rating scale which originally
consisted of 32 items, but after being tested for validity and reliability there were only 28 items;
The item validity score is 0.262 to 0.783, with the Cronbach Alpha reliability index = 0.933.
In the first stage the data for each variable was analyzed using frequency distribution and
continued in the second stage with multiple linear regression analysis with the Stepwise Model.
From this result a relationship model (causal model) is developed. The influential patterns of
independent variables (determinants) on the dependent variable are tested by the F test at the
0.05 level. This calculation is done with SPSS version 25. In testing the model, the determinant
coefficient of 3 independent variables on the dependent variable is calculated. The results of
the calculation of the coefficient of determination of the 3 independent variables in this study
on the dependent variable is the adjusted R2 coefficient. If the significance of r is less than or
equal to 0.05, then this model is declared significant, because X1-3 (selected) becomes the
main predictor or determinant in influencing Y, equal to the adjusted R2 coefficient.

Hasil Penelitian Dan Pembahasan

Hasil analisis deskriptive
Setelah data dijaring menggunakan self-rating scale yang terdiri dari 28 items yang
direduksi menjadi 4, selanjutnya dianalisis secara descriptive berbantu program SPSS for
windows version 25 diperoleh dalam bentuk tabel 1 berikut ini.

Tabel 1
Hasil Analisis Deskriptive

Variabel Mean Median Sd. Min. Max.

X1 Percaya Diri Guru 4.5714 5.0000 .57275 3.00 5.00

X2 Kemampuan Beradaptasi Guru 4.6429 5.0000 .48795 4.00 5.00
X3 Kedisiplinan Guru 4.2857 4.0000 .46004 4.00 5.00
Y Kehormatan Guru 4.6786 5.0000 .47559 4.00 5.00
Berdasarkan hasil analisis deskriptif tersaji pada tabel 1 di atas, sebagian besar guru
memandang Percaya Diri mereka (X1) pada aras tinggi cenderung sangat tinggi, Kemampuan
Beradaptasi Guru (X2) pada aras tinggi cenderung sangat tinggi, Kedisiplinan Guru (X3) pada
aras tinggi, dan tingkat Kehormatan Guru (Y) pada aras tinggi, bahkan sangat tinggi.
Penyebaran/ distribusi frekuensi kehormatan guru (Y) tersaji pada tabel 2 berikut ini.

Tabel 2
Distribusi Frekuensi Kehormatan Guru

Valid Cumulative
Jenjang Freq. Percent
Percent Percent
Valid Tinggi 9 32,1 32,1 32,1
Sangat inggi 19 67,9 67,9 100,0
Total 28 100,0 100,0

Hasil Uji Hipotesis

Analisis selanjutnya adalah uji hipotesis untuk mengetahui apakah ketiga variabel
bebas (X) berpengaruh terhadap kehormatan Guru (Y). Jika benar, variabel manakah yang
menjadi determinan dan berapa besar pengaruhnya? Hasil analisis regresi ada pada 2 tabel
berikut ini. Untuk itu bisa diperiksa pada tabel 3 berikut ini.

Tabel 3.
Model Summary Hasil Analisis Berpengaruhnya
Determinan/ Prediktor Terhadap Kehormatan Guru

R Adjusted R Std. Error of

Model R
Square Square the Estimate
1 .764a .583 .567 .31283
2 .849b .721 .699 .26092
a. Predictors: (Constant), X2
b. Predictors: (Constant), X2, X1

Berdasarkan hasil uji regresi seperti tersaji pada tabel 3 di atas, ternyata pada model 1
diperoleh R = .764 dan Adjusted R Square = .567 atau 56,70%; pada model 2 diperoleh R =
.849 dan Adjusted R Square = .699 atau 69,90%. Untuk memastikan apakah besaran R ini
signifikan, dapat diperiksa pada tabel 4 Anova berikut ini.
Tabel 4.
Hasil Analisis Uji Anova Prediktor Terhadap Kehormatan Guru
 Sum of Mean
Model df F Sig.
Squares Square
1 Regression 3.563 1 3.563 36.405 .000b
Residual 2.544 26 .098
Total 6.107 27
2 Regression 4.405 2 2.203 32.353 .000c
Residual 1.702 25 .068
Total 6.107 27
a. Dependent Variable: Y
b. Predictors: (Constant), X2
c. Predictors: (Constant), X2, X1

Berdasarkan tabel 4 anova seperti di atas, ternyata pada model 1 diperoleh F = 36.405 pada
tingkat signifikansi 0,000; Besarnya tingkat signifikansi 0,000 ini lebih kecil dari 0,05. Dengan
demikian Kemampuan Beradaptasi Guru (X2) berpengaruh positif dan signifikan terhadap
Kehormatan Guru (Y) sebesar .567 atau 56,70%; pada model 2 diperoleh F = 32.353 pada
tingkat signifikansi 0,000; Besarnya tingkat signifikansi 0,000 ini lebih kecil dari 0,05. Dengan
demikian Kemampuan Beradaptasi Guru (X2) yang disertai Percaya Diri Guru (X1) secara
bersama – sama berpengaruh positif dan signifikan terhadap Kehormatan Guru (Y) sebesar
.699 atau 69,90%. Sedangkan Kedisiplinan Guru (X3) dikeluarkan dari model ini, itu berarti
Kedisiplinan Guru (X3) tidak menjadi determinan Kehormatan Guru (Y). Selanjutnya untuk
mengetahui peran masing-masing variabel prediktor, dapat diperiksa pada tabel 5 berikut ini.

Tabel 5.
Coefficientsa

Standardize
Unstandardized d
Model t Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 1.222 .576 2.122 .043
X2 .744 .123 .764 6.034 .000
2 (Constant) .553 .517 1.070 .295
X2 .540 .118 .554 4.565 .000
X1 .354 .101 .427 3.518 .002
a. Dependent Variable: Y
Berdasarkan tabel 5 coefisien Kehormatan Guru seperti di atas, ternyata diperoleh 2 prediktor
(model), yaitu: Model 1 variabel Kemampuan Beradaptasi Guru (X2) dan Model 2 variabel
Kemampuan Beradaptasi Guru (X2) dengan Percaya Diri Guru (X1). Pada model 1, diperoleh
T sebesar 6.034 dengan signifikansi 0,000, dengan demikian H1 yang menyatakan ada penentu/
determinan yaitu Kemampuan Beradaptasi Guru (X2) dapat diterima. Pada model 2, disamping
Kemampuan Beradaptasi Guru (X2) juga terdapat variabel Percaya Diri Guru (X1); Pada model
2 ini, Kemampuan Beradaptasi Guru (X2) diperoleh T sebesar 4.565 dengan signifikansi 0,000,
dan Percaya Diri Guru (X1) diperoleh T sebesar 3.518 pada tingkat signifikansi sebesar 0.002,
dengan demikian H1 yang menyatakan ada penentu/ determinan yaitu Kemampuan Beradaptasi
Guru (X2) dan Percaya Diri Guru (X1) dapat diterima. Ini berarti variabel Kedisiplinan Guru
(X3) bukan menjadi penentu Kehormatan Guru, terdukung data.

Research Results and Discussion

Descriptive analysis results
After the data is captured using a self-rating scale consisting of 28 items reduced to 4, then
analyzed descriptively using the SPSS for windows version 25 program obtained in the
following table 1.

Table 1
Results of descriptive analysis

Median Mean Variable Sd. Min. Max.

X1 Teacher Confidence 4.5714 5,0000. 57275 3.00 5.00

X2 Teacher Adaptability Ability 4.6429 5,0000 .48795 4.00 5.00
X3 Teacher Discipline 4.2857 4.0000 .46004 4.00 5.00
Y Teacher's Honor 4.6786 5,0000 .47559 4.00 5.00

Based on the results of the descriptive analysis presented in table 1 above, most teachers
perceive their Self-Confidence (X1) at high levels tend to be very high, Teacher's Adaptability
(X2) at high level tends to be very high, Teacher Discipline (X3) at high level, and the level of
Teacher Honor (Y) at a high level, even very high. Teacher honor frequency distribution /
distribution (Y) is presented in table 2 below.

Table 2
Teacher's Honor Frequency Distribution

Freq level. Valid Percent Cumulative Percent Percent

Valid High 9 32,1 32,1 32,1
Very high 19 67.9 67.9 100.0
Total 28 100.0 100.0
Hypothesis Test Results
The next analysis is hypothesis testing to find out whether the three independent variables (X)
affect Teacher's honor (Y). If true, which variable is the determinant and how much is the
effect? The results of the regression analysis are in the following 2 tables. This can be checked
in table 3 below.

Table 3.
Model Summary Results of Analysis of the Effect of Determinants/ Predictors on Teacher's
Honor

Model R R Square Adjusted R Square Std. Error of the Estimate

1. 764a. 583. 567 .31283
2.849b .721 .699 .26092
a. Predictors: (Constant), X2
b. Predictors: (Constant), X2, X1

Based on the results of the regression test as presented in table 3 above, it turns out that in
model 1 obtained R = .764 and Adjusted R Square = .567 or 56.70%; in model 2 obtained R =
.849 and Adjusted R Square = .699 or 69.90%. To ascertain whether the magnitude of R is
significant, it can be checked in Table 4 of the following ANOVA.

Table 4.
Results of Anova Test Predictor of Teacher Honor

Sum of Squares df Mean Square Model F Sig.

1 Regression 3,563 1 3,563 36.405 .000b
Residual 2,544 26 .098
Total 6,107 27
2 Regression 4,405 2 2.203 32,353 .000c
Residual 1,702 25 .068
Total 6,107 27
a. Dependent Variable: Y
b. Predictors: (Constant), X2
c. Predictors: (Constant), X2, X1
Based on table 4 anova as above, it turns out that in model 1 obtained F = 36,405 at the
significance level of 0,000; The magnitude of the significance level of 0,000 is smaller than
0.05. Thus the Teacher Adaptability Ability (X2) has a positive and significant effect on
Teacher Honor (Y) of .567 or 56.70%; in model 2 obtained F = 32,353 at a significance level
of 0,000; The magnitude of the significance level of 0,000 is smaller than 0.05. Thus the
Teacher's Adaptability (X2) accompanied by Teacher's Self-Confidence (X1) together has a
positive and significant effect on Teacher's Honor (Y) of .699 or 69.90%. While Teacher
Discipline (X3) is excluded from this model, it means Teacher Discipline (X3) is not a
determinant of Teacher Honor (Y). Furthermore, to find out the role of each predictor variable,
it can be examined in table 5 below.

Table 5.
Coefficientsa

Unstandardized Coefficients Standardized Model Coefficients t Sig.

B Std. Beta Error
1 (Constant) 1222 .576 2.122 .043
X2 .744 .123 .764 6,034 .000
2 (Constant) .553 .517 1,070 .295
X2. 540 .118 .554 4,565 .000
X1 .354 .101 .427 3,518 .002
a. Dependent Variable: Y
Based on table 5 Teacher Honor coefficients as above, there were 2 predictors (models),
namely: Model 1 Teacher Adaptability Ability variable (X2) and Model 2 Teacher Adaptability
Ability variable (X2) with Teacher Confidence (X1). In model 1, T is obtained at 6,034 with a
significance of 0,000, thus H1 which states that there is a determinant / determinant of the
Adaptability of Teacher (X2) is acceptable. In model 2, besides Teacher Adaptability (X2)
there is also a variable of Teacher Confidence (X1); In this model 2, Teacher Adaptability
Ability (X2) is obtained by T of 4,565 with a significance of 0,000, and Teacher's Self-
Confidence (X1) is obtained by T at 3,518 at a significance level of 0.002, thus H1 which states
there are determinants namely Teacher Adaptability ( X2) and Teacher's Confidence (X1) can
be accepted. This means that the Teacher Discipline variable (X3) is not a determinant of
Teacher's Honor, supported by data.
Pembahasan
Berdasarkan hasil analisis deskriptif tersaji pada tabel 1 di atas, ternyata tingkat
Kehormatan Guru (Y) pada aras tinggi, bahkan sangat tinggi. Para guru memberikan contoh
penghormatan terhadap profesi dengan mengesampingkan masalah pribadi untuk
menempatkan siswa terlebih dahulu (Collinson, V., Killeavy, M., & Stephenson, H. J. 1998);
Mereka jujur dan terbuka dengan siswa, tetapi mereka juga cukup rendah hati untuk mengakui
bahwa kadang-kadang, mereka tidak dapat memenuhi cita-cita untuk melakukan yang terbaik,
cita-cita yang juga mereka tanyakan kepada siswa mereka.
Howard (2004) berpendapat bahwa rasa hormat adalah sebuah konsep yang membawa
signifikansi budaya dalam komunitas tertentu, di mana bahasa tertentu dan diwujudkan dalam
praktik, menjadi terkait secara indeksik dengan posisi yang sesuai peran ke arah identitas
pribadi dan posisi orang lain dan menuju tatanan sosial normatif; Hubungan indeksik seperti
itu dipalsukan melalui asosiasi reguler dan berulang fenomena tanda khusus untuk situasi
penggunaan, dan ditransmisikan melalui perilaku evaluatif implisit dan eksplisit dari anggota
masyarakat (Buttny & Williams, 2000). Seperti yang dipelajari oleh Howard (2004) tentang
sosialisasi rasa hormat di sekolah dasar Thailand Utara, konseptualisasi rasa hormat sebagai
pencapaian lokal dari tindakan praktis membantu untuk menerangi proses yang terlibat di
dalamnya berlakunya kekuasaan dan kontrol sosial di ruang kelas (Macbeth, 1990).
Mayeroff, M. (1971) menunjukkan bahwa rasa hormat juga merupakan aspek penting
dari etika peduli; rasa hormat itu kuat, multidirectional, dan beragam. Para guru tampaknya
telah menemukan keseimbangan di antara rasa hormat siswa sebagai manusia, penghormatan
terhadap individualitas siswa, penghormatan terhadap kesuksesan siswa, menghormati profesi,
dan menghargai diri mereka sendiri. Reformasi di Inggris, Irlandia, dan Amerika Serikat tidak
akan memperkuat pengajaran atau meningkatkan pembelajaran siswa secara signifikan selama
hanya fokus pada kompetensi guru yang melupakan peran etika peduli dalam pengajaran dan
mengabaikan peran penghormatan.
Terdapat 2 Model Penentu Kehormatan Guru, yaitu Kemampuan Beradaptasi Guru, dan
bersama dengan Percaya Diri Guru; rasa hormat memiliki korelasi dan konsekuensi yang
penting (Langdon, S. W. 2007). Secara empiris temuan penelitian ini sejalan dengan Ellemers,
N., Doosje, B., & Spears, R. (2004), yang menyatakan rasa hormat guru terkait dengan harga
diri; Psikolog sosial menemukan bahwa rasa hormat dapat dimanipulasi secara efektif dan
bahwa ada efek selanjutnya pada emosi, seperti kesombongan dan rasa malu (Spears, Ellemers,
& Doosje, 2005). Selain itu identitas kolektif dan motivasi untuk membantu kelompok
dipengaruhi oleh rasa hormat yang dimanipulasi (DeCremer, 2002). Dengan perluasan, aspek-
aspek hubungan interpersonal ini dapat memiliki konsekuensi seperti stereotip, diskriminasi,
…, dan dampaknya terhadap kesehatan dan kesejahteraan guru (Langdon, S. W. 2007).
Tema-tema terkait kemampuan adaptif guru yang dibahas Parsons, S. A., & Vaughn,
M. (2016) meliputi guru-guru yang konstruktif, guru adaptif sebagai profesional yang
berpengetahuan luas, guru adaptif sebagai pendidik reflektif, dan konteks yang mendukung
adaptasi guru. Untuk terlibat dalam pengajaran adaptif, guru harus memiliki berbagai
pemahaman dan disposisi. Pertama, tampak jelas bahwa guru adaptif memiliki visi untuk
pengajaran mereka. Yaitu, mereka tahu persis apa yang mereka harapkan untuk ditanamkan, di
luar persyaratan kurikuler dasar, pada siswa yang mereka ajar (Fairbanks et al., 2010). Jika
guru tidak memiliki visi, maka "jalan apa pun akan dilakukan", dan jalur itu dengan senang
hati akan diisi oleh visi orang lain (misalnya program yang diadopsi). Visi seseorang berfungsi
sebagai kompas (Duffy dalam Fairbanks et al., 2010) untuk menginformasikan keputusan dan
adaptasi pembelajaran). Guru dengan visi yang jelas diberdayakan untuk melakukan apa yang
terbaik bagi siswa mereka bahkan dalam menghadapi konteks yang membatasi. Selain itu, agar
adaptif, guru harus memiliki pengetahuan yang luas. Para guru perlu memiliki pemahaman
kuat tentang pedagogi yang efektif, dan mereka perlu mengenal siswa mereka dengan baik —
baik sebagai siswa (misalnya, kemampuan linguistik mereka, tingkat membaca, kinerja
penilaian standar) dan sebagai orang (misalnya, minat mereka di luar sekolah; harapan, impian,
dan ketakutan mereka).

Discussion
Based on the results of the descriptive analysis presented in table 1 above, it turns out
that the level of Teacher Honor (Y) at the level is high, even very high. Teachers provide
examples of respect for the profession by putting aside personal problems to place students
first (Collinson, V., Killeavy, M., & Stephenson, H. J. 1998); They are honest and open with
students, but they are also humble enough to admit that sometimes, they cannot fulfill their
aspirations to do their best, the ideals that they also ask their students.
Howard (2004) argues that respect is a concept that carries cultural significance in a
particular community, where certain languages and manifestations in practice, become
indexically related to the appropriate position of roles towards the personal identity and
position of others and towards a normative social order ; Such indexic relationships are falsified
through regular and recurring associations of specific sign phenomena for use situations, and
are transmitted through implicit and explicit evaluative behavior from community members
(Buttny & Williams, 2000). As Howard (2004) learned about socializing respect in Northern
Thai elementary schools, the conceptualization of respect as a local achievement of practical
action helps to illuminate the processes involved in the enactment of power and social control
in the classroom (Macbeth, 1990).
Mayeroff, M. (1971) shows that respect is also an important aspect of ethical care;
respect is strong, multidirectional, and diverse. Teachers seem to have found a balance between
student respect as a human being, respect for student individuality, respect for student success,
respect for the profession, and respecting themselves. Reforms in the UK, Ireland and the
United States will not strengthen teaching or improve student learning significantly as long as
they focus solely on the competence of teachers who forget the ethical role of caring in teaching
and ignore the role of respect.
There are 2 Teacher Honor Determination Models, namely the Teacher's Ability to
Adapt, and together with Teacher's Confidence; respect has important correlations and
consequences (Langdon, S. W. 2007). Empirically the findings of this study are in line with
Ellemers, N., Doosje, B., & Spears, R. (2004), which state that teacher respect is related to self-
esteem; Social psychologists find that respect can be manipulated effectively and that there are
further effects on emotions, such as pride and shame (Spears, Ellemers, & Doosje, 2005). In
addition, collective identity and motivation to help groups are influenced by manipulated
respect (DeCremer, 2002). With expansion, aspects of interpersonal relations can have
consequences such as stereotypes, discrimination, ..., and their impact on the health and welfare
of teachers (Langdon, S. W. 2007).
The themes related to teacher adaptive abilities discussed by Parsons, S. A., & Vaughn,
M. (2016) include constructive teachers, adaptive teachers as knowledgeable professionals,
adaptive teachers as reflective educators, and contexts that support teacher adaptation. To be
involved in adaptive teaching, the teacher must have various understandings and dispositions.
First, it seems clear that adaptive teachers have a vision for their teaching. That is, they know
exactly what they expect to instill, beyond basic curricular requirements, for the students they
teach (Fairbanks et al., 2010). If the teacher does not have a vision, then "whatever way it will
be done", and the path will happily be filled by the vision of others (for example the program
adopted). One's vision functions as a compass (Duffy in Fairbanks et al., 2010) to inform
learning decisions and adaptations. Teachers with clear visions are empowered to do what is
best for their students even in the face of limiting contexts. In addition, to be adaptive, teachers
must have extensive knowledge. Teachers need to have a strong understanding of effective
pedagogy, and they need to know their students well - both as students (for example, their
linguistic abilities, reading level, standard assessment performance) and as people (for
example, their interests outside of school; hope , their dreams, and their fears).
Dengan visi yang jelas dan pengetahuan yang luas, guru diposisikan dengan baik untuk
menjadi adaptif, tetapi mereka juga membutuhkan disposisi tertentu. Guru yang adaptif harus
berpikiran terbuka dan fleksibel ketika mereka mengajar, terus menilai siswa memahami dan
mendengarkan siswa dengan cermat, sehingga mereka dapat memanfaatkan kontribusi siswa.
Kemudian setelah instruksi, guru adaptif harus memiliki disposisi praktisi yang efektif
(Zeichner & Liston, 2013). Praktisi yang reflektif meninjau kembali instruksi yang mereka
berikan, serta pembelajaran dan partisipasi siswa. Kemudian, para guru ini secara individu dan
kolaboratif mempertimbangkan kemungkinan-kemungkinan alternatif untuk pelajaran
sebelumnya dan ide-ide terbaik untuk langkah-langkah selanjutnya bagi siswa yang mereka
layani.
Mengingat bahwa peran guru melibatkan lebih dari sekadar memberikan instruksi
materi pelajaran, pantas untuk mempertimbangkan yang lebih luas dan lebih banyak definisi
komprehensif guru efektif yang terdiri dari lima poin (25 hasil penelitian, Goe, L., Bell, C., &
Little, O. 2008). Definisi salah satu poin guru yang efektif adalah seperti berikut: Guru yang
efektif berkontribusi pada hasil akademik, sikap, dan sosial yang positif untuk siswa seperti
kehadiran reguler, promosi tepat waktu ke kelas berikutnya, tepat waktu kelulusan, percaya
diri, dan perilaku kooperatif.
Sekalipun penelitian ini menemukan bahwa disiplin guru bukan penentu
kehormatannya, The confidence of the teacher was positively affected by a more custodial
stance towards discipline. Could this indicate that a more 'tough' approach to discipline merely
gives the new teacher a facade of security with which to build confidence? Those with higher
levels of idealism before teaching seemed to undergo a rapid adjustment after exposure to the
realities of classroom teaching. This may reflect the reality shock described by Dreeben (1970)
and others. The opposite also seemed to be true: those with lower idealism, felt more capable
of handling classroom problems, and during the transition period raised their image of the 'ideal
teacher'. Peran Disiplin Guru secara langsung memang bukan penentu Kehormatan Guru; Bisa
jadi, melalui Percaya Diri (sebagai moderator); sayangnya penelitian ini tidak menganalisis
sejauh itu.

With clear vision and extensive knowledge, teachers are well adapted, but they also need certain dispositions.
Adaptive teachers must be open-minded and flexible when they teach, continuously assessing students to
understand and listen to students carefully, so that they can take advantage of student contributions. Then after
instruction, the adaptive teacher must have an effective disposition (Zeichner & Liston, 2013). Reflective
practitioners review the instructions they gave, as well as student learning and participation. Then, these teachers,
individually and collaboratively consider alternative possibilities for previous lessons and the best ideas for the
next steps for the students they serve.
Given that the teacher's role involves more than just instruction in subject matter, it is broader appropriate and
considerably more comprehensive definitions of effective teachers of five points (25 research results, Goe, L.,
Bell, C., & Little, O 2008). The definition of one teacher's effective points is as follows: Effective teachers
contribute to positive academic, attitudinal, and social outcomes for students such as regular attendance, timely
promotion to the next class, timely graduation, confidence, and cooperative behavior.
Even though this study found that teacher's discipline was not determinant of his honor, the teacher was positively
affected by more custodial stance towards discipline. Could this indicate that a more 'tough' approach to discipline
merely gives the new teacher a facade of security with which to build confidence? Those with higher levels of
idealism before teaching seemed to be undergoing a rapid adjustment after the realities of classroom teaching.
This may reflect the reality shock described by Dreeben (1970) and others. The opposite is true: those with lower
idealism, felt more capable of handling classroom problems, and during the transition period of their 'ideal
teacher'. The role of Teacher: Discipline directly is not the Teacher's Honor; It could be, through Confidence (as
a moderator); unfortunately this study did not analyze that far.

Penutup
Penelitian ini telah menunjukkan betapa pentingnya efetivitas pendidikan yang ditandai
dengan kehormatan guru; Kehormatan Guru SD Cikarang pada aras tinggi, bahkan sangat
tinggi. Terdapat 2 model penentu berpengaruhnya predictor tehadap Kehormatan Guru; Model
1 Kemampuan Beradaptasi Guru memberi sumbangan sebesar 56.70% terhadap Kehormatan
Guru; mana kala bersamaan dengan Percaya Diri Guru (model 2) besarnya pengaruh menjadi
69.90%. Variabel Kedisiplinan Guru dikeluarkan dari model ini. The findings of this study are
very useful in empowering teachers through supervision to improve the effectiveness of
education.

Cover
This research has shown how important the effectiveness of education is characterized by teacher honorariums;
The honor of SD Cikarang Teachers at a high level, even very high. There are 2 models of influential determinants
of predictors regarding the Honor of Teachers; Adaptability Model 1 Teacher Ability contributes 56.70% to
Teacher's Honor; where at the same time as Teacher's Confidence (model 2) the amount of influence becomes
69.90%. The Teacher Discipline Variables are excluded from this model. The findings of this study are very useful
in empowering teachers through supervision to improve the effectiveness of education.

Referensi
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