KINERJA GURU SEKOLAH DASAR DITINJAU DARI MOTIVASI BERPRESTASI

ABSTRAK Kinerja guru seringkali dikaitkan dengan motivasi untuk berprestasi, termasuk guru sekolah dasar negeri (SDN). Namun, hal tersebut sangat dipengaruhi oleh kondisi guru dan permasalah yang dihadapi, sehingga perlu adanya kajian yang jelas terkait seperti apa dan bagaimana keteraitan kinerja guru dan motivasi berprestasi serta faktor-faktor yang terkait pada guru SDN. Oleh sebab itu, penelitian ini bertujuan untuk menjelaskan hubungan motivasi dan kinerja guru serta mengetahui faktor-faktor yang mempengaruhi kinerja guru SDN. Penelitian ini dilakasnakan di SDN Kecamatan Banyumanik dengan jumlah sampel 162 orang guru. Metode penelitian adalah mixed method: sequential exploratory design dengan model qualitative research: ex post facto survey method dilanjutkan analisis dengan teknik structural equation modelling (SEM). Motivasi berprestasi diukur menggunakan angket penilaian mandiri, sedangkan kinerja guru diukur menggunakan lembar observasi yang dinilai oleh observer independen. Hasil penelitian menjunjukan bahwa motivasi guru secara signifikan direfleksikan oleh indikator bervisi dan bertujuan berkarir yang kompetitif; berintegritas dan beretos kerja tinggi; rasional dalam bekerja; bertanggung jawab dalam menyelesaikan tugas; dan menerima kritik dan saran. Sedangkan kualitas kerja secara signifikan direfleksikan oleh: menciptakan pembelajaran berkualitas; mengelola kelas secara kondusif; menguasai materi pembelajaran; produk dan administrasi pembelajaran; dan kemampuan sosial dan aktualisasi diri. Meskipun demikian motivasi berprestasi tidak berpengaruh secara signifikan terhadap kinerja guru SDN di Kecamatan Banyumanik. Hal tersebut karena guru terbebani dengan pekerjaan administratif dan menyelesaikan tanggung jawab mengajar dengan materi yang masif daripada meningkatkan prestasi. Fakta dilapangan juga menunjukkan bahwa, beban pekerjaan, perubahan kurikulum dan menyelesaikan administrasi pembelajaran justru memoderasi pelemahan motivasi berprestasi. Berdasarkan hasil penelitian, strategi yang dapat dilakukan adalah dengan melakukan pengaturan tugas pokok dan fungsi, meminimalisir tanggungjawab diluar mengajar, dan perbaikan implementasi kurikulum. Penelitian ini menunjukkan faktor esternal dianggap sebagai varaiabel dominan yang mempengaruhi kinerja guru, sehingga berimplikasi untuk dijadikan dasar dalam meneliti lebih lanjut terkait variabel-variabel yang mempengaruhi kinerja guru SDN. Kata kunci : Kinerja guru, motivasi berprestasi dan Sekolah Dasar. *********** ABSTRACT Teacher performance is often associated with motivation to excel, including public elementary school (SDN) teachers. However, this is strongly influenced by the condition of the teacher and the problems faced, so there needs to be a clear study related to what and how the relationship between teacher performance and achievement motivation and the factors related to SDN teachers. Therefore, this study aims to explain the relationship between motivation and teacher performance and to find out the factors that influence the performance of SDN teachers. This research was conducted at SDN Banyumanik District with a total sample of 162 teachers. The research method is a mixed method: sequential exploratory design with a qualitative research model: ex post facto survey method followed by analysis with structural equation modeling (SEM) techniques. Achievement motivation was measured using a self-assessment questionnaire, while teacher performance was measured using an observation sheet that was assessed by an independent observer. The results of the study show that teacher motivation is significantly reflected by indicators of competitive vision and career goals; with high integrity and work ethic; rational at work; responsible for completing tasks; and accept criticism and suggestions. While the quality of work is significantly reflected by: creating quality learning; manage the class in a conducive manner; mastering learning materials; learning products and administration; and social skills and self-actualization. However, achievement motivation does not significantly affect the performance of SDN teachers in Banyumanik District. This is because teachers are burdened with administrative work and complete teaching responsibilities with massive material rather than increasing achievement. The facts in the field also show that workload, curriculum changes and completing learning administration actually moderate the weakening of achievement motivation. Based on the results of the research, strategies that can be carried out are to regulate the main tasks and functions, minimize responsibilities outside of teaching, and improve curriculum implementation. This study shows that external factors are considered as the dominant variables that affect teacher performance, so that it has implications for further research regarding the variables that affect the performance of SDN teachers.. Keywords: teacher performance, achievement motivation and elementary school