Hubungan Antara Self efficacy dan Berpikir Kreatif dengan Kemampuan Problem solving pada Guru Sekolah Dasar di Surabaya
DOI:
https://doi.org/10.71417/ije.v3i2.2085Keywords:
Self Efficacy, Berpikir Kreatif, Kemampuan Problem solving, Guru Sekolah DasarAbstract
Guru sekolah dasar memiliki peran penting dalam proses pembelajaran, yaitu menyampaikan materi, membimbing siswa, serta menyelesaikan berbagai permasalahan yang muncul di lingkungan sekolah. Dalam pelaksanaan tugas tersebut, guru dituntut memiliki keyakinan terhadap kemampuan dirinya serta kemampuan berpikir kreatif agar mampu menemukan solusi yang tepat terhadap berbagai hambatan di kelas. Penelitian ini bertujuan untuk mengetahui hubungan self efficacy dan berpikir kreatif dengan kemampuan problem solving pada guru sekolah dasar di Surabaya. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis korelasional yang melibatkan 260 guru sekolah dasar di Surabaya, dengan teknik pengambilan sampel accidental sampling. Instrumen pengumpulan data menggunakan skala Likert, yaitu skala kemampuan problem solving yang disusun berdasarkan aspek Heppner dan Peterson (1982), skala self efficacy berdasarkan aspek Bandura (1997), serta skala berpikir kreatif berdasarkan aspek Guilford (1967). Teknik analisis data menggunakan regresi linier berganda dengan bantuan program SPSS for Windows versi 25.0. Hasil penelitian menunjukkan bahwa secara simultan, self efficacy dan berpikir kreatif berhubungan signifikan dengan kemampuan problem solving pada guru sekolah dasar di Surabaya (F = 563,427; p = 0,000; R² = 0,814). Secara parsial, self efficacy memiliki hubungan positif dan signifikan dengan kemampuan problem solving (t = 6,125; p = 0,000; SE = 28,20%), demikian pula berpikir kreatif (t = 10,978; p = 0,000; SE = 53,22%). Artinya, semakin tinggi self efficacy dan semakin baik berpikir kreatif guru, maka semakin tinggi pula kemampuan problem solving yang dimilikinya.
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