Resilience and Psychosocial Understanding among Teachers in Madrasah Ibtidaiyah

Syamsul Falah; Johan  Untung; Akhmad Muzakki; Alif Firmansyah

doi:10.32729/edukasi.v23i2.2357

Authors

Syamsul Falah Institut Agama Islam Bakti Negara Tegal
Johan Untung Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah
Akhmad Muzakki Institut Agama Islam Bakti Negara Tegal
Alif Firmansyah Institut Agama Islam Bakti Negara Tegal

DOI:

https://doi.org/10.32729/edukasi.v23i2.2357

Keywords:

Religious Education, Islamic Pedagogy, Teacher Professionalism, Resilience, Psychosocial Development

Abstract

This study examines the relationship between teachers' resilience levels and their understanding of students' psychosocial aspects at Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah using a correlational quantitative approach with a sample of all teachers (n=18). The instruments used were based on the Connor & Davidson resilience scale and Mitchell's psychosocial indicators. The Cronbach's alpha reliability results for the resilience scale were 0.925 and for the psychosocial understanding scale were 0.836, indicating that the scales were reliable for use. The results showed that most teachers had moderate levels of resilience and psychosocial understanding. Pearson's correlation analysis produced a coefficient of 0.471 with a p-value = 0.049 at a 95% confidence interval, indicating a significant positive relationship between teacher resilience and students' psychosocial understanding, with teacher resilience contributing 22% to the variation in psychosocial understanding. This study emphasizes the importance of strengthening teacher resilience through training and psychological support, especially in Islamic education. Developing teacher resilience not only supports the well-being of teachers themselves but also has a positive impact on student development and well-being.

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