Multitasking Guru dan Strategi dalam Meningkatkan Kinerja Guru di Era Milenial pada SMA Kristen Kesetnana Kabupaten Timor Tengah Selatan Propinsi Nusa Tengga Timur

Olpi Kabnani; Mesta Limbong; Bintang R. Simbolon

doi:10.55681/armada.v4i6.2452

Authors

Olpi Kabnani Program Studi Magister Administrasi Pendidikan, Universitas Kristen Indonesia
Mesta Limbong Program Studi Magister Administrasi Pendidikan, Universitas Kristen Indonesia
Bintang R. Simbolon Program Studi Magister Administrasi Pendidikan, Universitas Kristen Indonesia

DOI:

https://doi.org/10.55681/armada.v4i6.2452

Keywords:

Multitasking, Teacher Performance, Strategies, Millennial Era

Abstract

Penelitian ini bertujuan untuk menganalisis dampak multitasking guru dan strategi untuk meningkatkan kinerja guru di era milenial di SMA Kristen Kesetnana. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei. Sampel terdiri dari 35 guru yang dipilih melalui pengambilan sampel total. Instrumen penelitian berupa kuesioner skala Likert yang mengukur multitasking dan kinerja guru. Hasil analisis data menggunakan SPSS menunjukkan bahwa multitasking secara signifikan mempengaruhi kinerja guru (Sig. = 0,003 < 0,05). Namun, multitasking yang dikelola dengan buruk cenderung menurunkan kualitas kinerja guru. Analisis regresi mengungkapkan bahwa strategi manajemen waktu dan dukungan organisasi berkontribusi 62% terhadap peningkatan kinerja guru. Studi ini menyimpulkan bahwa multitasking harus disertai dengan strategi manajemen yang efektif untuk menghindari dampak negatif terhadap kinerja guru di era milenial.

Downloads

Download data is not yet available.

References

Bakker, A. B., & Demerouti, E. (2017). Job demands resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273 to 285. https://doi.org/10.1037/ocp0000056

Bakker, A. B., Demerouti, E., & Sanz Vergel, A. (2023). Job demands resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25 to 53. https://doi.org/10.1146/annurev-orgpsych-120920-053933

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107 to 128. https://doi.org/10.1016/j.tate.2003.07.001

Bernard, H. R. (2017). Research methods in anthropology: Qualitative and quantitative approaches. Lanham: Rowman & Littlefield.

Bowen, G. A. (2021). Document analysis as a qualitative research method. Qualitative Research Journal.

Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage Publications.

Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage Publications.

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601 to 616. https://doi.org/10.1080/01411920600775316

De Carlo, A., Girardi, D., Falco, A., Dal Corso, L., & Di Sipio, A. (2019). When does work interfere with teachers’ private life? An application of the job demands resources model. Frontiers in Psychology, 10, Article 1121. https://doi.org/10.3389/fpsyg.2019.01121

Etikan, I., Musa, S. A., & Alkassim, R. S. (2020). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics.

Flick, U. (2022). An introduction to qualitative research. London: Sage Publications.

Hardy, J. (2021). Multitasking in the workplace: Managing attention and productivity. London: Routledge.

Huo, M. (2025). Untangling teacher burnout: A network analysis of demands, resources, and out of field teaching challenges in rural China. Frontiers in Public Health, 13, Article 1633952. https://doi.org/10.3389/fpubh.2025.1633952

Lep, Ž., Klemenčič Mirazchiyski, E., & Mirazchiyski, P. V. (2023). The relative effect of job demands, resources, and personal resources on teaching quality and students’ engagement during the COVID 19 pandemic. Frontiers in Psychology, 14, Article 1282775. https://doi.org/10.3389/fpsyg.2023.1282775

Merriam, S. B., & Tisdell, E. J. (2022). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

Moustakas, C. (2020). Phenomenological research methods. Thousand Oaks: Sage Publications.

OECD. (2020). Teaching and learning international survey (TALIS). Paris: OECD Publishing.

Patton, M. Q. (2021). Qualitative research and evaluation methods. Thousand Oaks: Sage Publications.

Robbins, S. P., & Judge, T. A. (2019). Organizational behavior (18th ed.). New York: Pearson Education.

Rubinstein, J. S., Meyer, D. E., & Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763 to 797. https://doi.org/10.1037/0096-1523.27.4.763

Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. New York: Wiley.

Westphal, A., Kalinowski, E., Hoferichter, C. J., & Vock, M. (2022). K to 12 teachers’ stress and burnout during the COVID 19 pandemic: A systematic review. Frontiers in Psychology, 13, Article 920326. https://doi.org/10.3389/fpsyg.2022.920326

Yin, R. K. (2022). Case study research and applications: Design and methods. Thousand Oaks: Sage Publications.

Zhao, W., Liao, X., Li, Q., Jiang, W., & Ding, W. (2022). The relationship between teacher job stress and burnout: A moderated mediation model. Frontiers in Psychology, 12, Article 784243. https://doi.org/10.3389/fpsyg.2021.784243