Fenomena Kinerja Guru Kelompok Bermain Aisyiyah Ujungpangkah Gresik: Dorongan Ego dalam Motivasi, Nilai Sosial, dan Perubahan Perilaku

Penelitian ini bertujuan untuk menganalisis fenomena kinerja guru di Kelompok Bermain (KB) Aisyiyah Busthanul Athfal Ujungpangkah Gresik yang tetap menunjukkan kinerja baik meskipun menerima gaji di bawah standar Upah Minimum Kabupaten (UMK). Fokus penelitian diarahkan pada peran dorongan ego dalam motivasi kerja, nilai sosial, dan perubahan perilaku yang memengaruhi kinerja guru.
Penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Informan penelitian terdiri atas kepala sekolah, pimpinan ranting Aisyiyah, guru, wali murid, dan informan ahli. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji menggunakan triangulasi sumber, teknik, dan waktu.
Hasil penelitian menunjukkan bahwa kinerja guru lebih banyak dipengaruhi oleh faktor intrinsik dibandingkan faktor finansial. Motivasi kerja guru berasal dari dorongan ego positif berupa rasa bangga terhadap profesi, kebutuhan akan penghargaan, dan keinginan untuk mempertahankan profesionalisme. Selain itu, nilai sosial yang berkembang di lingkungan sekolah, seperti kebersamaan, kepedulian, tanggung jawab, dan pengabdian, turut memperkuat loyalitas serta komitmen guru dalam menjalankan tugasnya. Penelitian ini juga menemukan adanya perubahan perilaku yang positif melalui proses adaptasi terhadap pengalaman kerja, tuntutan profesi, dan lingkungan kerja yang mendukung. Interaksi antara dorongan ego yang konstruktif, motivasi intrinsik, nilai sosial yang kuat, serta perubahan perilaku yang positif membentuk kinerja guru yang tetap optimal meskipun berada dalam kondisi keterbatasan kesejahteraan.

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This study aims to analyze the performance of teachers at the Aisyiyah Busthanul Athfal Playgroup (KB) in Ujungpangkah, Gresik, who consistently demonstrate good performance despite receiving salaries below the Regency Minimum Wage (UMK). The research focuses on the role of ego-driven motivation in work motivation, social values, and behavioral changes that influence teacher performance.
The study employed a qualitative approach with data collection techniques, including interviews, observation, and documentation. The research informants included the school principal, Aisyiyah branch leaders, teachers, parents, and expert informants. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Data validity was tested using triangulation of sources, techniques, and time.
The results indicated that teacher performance is more influenced by intrinsic factors than financial factors. Teacher’s motivation stems from positive ego-driven motivation in the form of pride in the profession, the need for recognition, and the desire to maintain professionalism. Furthermore, social values were developed within the school environment, such as togetherness, caring, responsibility, and dedication, which contribute to strengthening teachers’ loyalty and commitment to carry out their duties. This study also found positive behavioral changes through adaptation to work experiences, professional demands, and a supportive work environment. The interaction between constructive ego-motivation, intrinsic motivation, strong social values, and positive behavioral changes fosters optimal teacher performance despite limited well-being.