Rasio Guru-Murid Tidak Seimbang dan Pengalaman Profesional Guru PAUD: Kajian Systematic Literature Review
DOI:
https://doi.org/10.31004/basicedu.v10i4.12791Keywords:
Rasio Guru-Murid, Pengalaman Profesional Guru PAUD, Manajemen Kelas, Burnout Guru, Kesejahteraan Psikologis, Systematic Literature ReviewAbstract
Ketidakseimbangan rasio guru-murid di lembaga PAUD merupakan persoalan struktural yang berdampak langsung terhadap pengalaman profesional guru, namun kajian yang secara sistematis menempatkan guru sebagai subjek analisis utama masih sangat terbatas dalam literatur PAUD Indonesia. Penelitian ini bertujuan menganalisis pengalaman profesional guru PAUD dalam kondisi rasio guru-murid yang tidak seimbang melalui pendekatan Systematic Literature Review (SLR). Proses seleksi mengikuti panduan PRISMA 2020 untuk memastikan transparansi dan reprodusibilitas, penilaian kualitas menggunakan instrumen CASP, serta analisis data dilakukan melalui thematic analysis guna mengidentifikasi tema dominan lintas studi. Dari 187 artikel yang ditelusuri, 13 artikel terindeks SINTA, Scopus, dan ERIC ditetapkan sebagai korpus analisis. Hasil penelitian menghasilkan tiga tema dominan, yaitu pengalaman profesional guru dalam mengelola kelas overload, tantangan dan strategi adaptasi pedagogis guru PAUD, serta dampak rasio tidak seimbang terhadap profesionalisme dan kesejahteraan psikologis guru. Temuan menunjukkan bahwa guru PAUD mengembangkan strategi adaptasi kreatif, namun secara konsisten menghadapi risiko burnout akibat beban kerja yang tidak proporsional, dengan motivasi intrinsik dan dukungan institusional sebagai faktor pelindung utama. Hasil penelitian ini menjadi landasan empiris bagi pengembangan kebijakan rasio guru-murid yang lebih kontekstual dan program penguatan kesejahteraan guru PAUD di Indonesia.
References
Akobi, T. O., Okeke, C. I., & Aye, E. N. (2022). Teachers’ Classroom Management Practices as A Determinant of Pre-Schoolers’ Task Persistence: Implication for Early Childhood Development. Cypriot Journal of Educational Sciences, 17(9), 3503–3515. https://doi.org/10.18844/cjes.v17i9.7264
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student Misbehavior and Teacher Well-Being: Testing The Mediating Role of The Teacher-Student Relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Badan Pusat Statistik. (2024). Jumlah Sekolah, Guru, dan Murid Taman Kanak-Kanak (TK) Menurut Provinsi, 2024/2025.
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, S., Ntim, S. Y., Zhao, Y., & Qin, J. (2023a). Characteristics and Influencing Factors of Early Childhood Teachers’ Work Stress and Burnout: A Comparative Study Between China, Ghana, and Indonesia. Early Education and Development, 34(5), 1125–1143. https://doi.org/10.1080/10409289.2022.2109803
Chen, S., Ntim, S. Y., Zhao, Y., & Qin, J. (2023b). Characteristics and Influencing Factors of Early Childhood Teachers’ Work Stress And Burnout: A Comparative Study Between China, Ghana, and Pakistan. Frontiers in Psychology, 14, 1115866. https://doi.org/10.3389/fpsyg.2023.1115866
Dreer, B. (2023). On the outcomes of teacher wellbeing: A Systematic Review of Research. Frontiers in Psychology, 14, 1205179. https://doi.org/10.3389/fpsyg.2023.1205179
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2014). Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors. Teaching and Teacher Education, 38, 28–42. https://doi.org/10.1016/j.tate.2013.10.013
Hadi, R. (2023). Implementasi Strategi Manajemen Kelas yang Efektif dalam Meningkatkan Pembelajaran di Sekolah Dasar. JUPE: Jurnal Pendidikan Mandala, 8(2), 546–551.
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 137 Tahun 2014 tentang Standar Nasional Pendidikan Anak Usia Dini.
Kitchenham, B., & Charters, S. (2007). Guidelines for Performing Systematic Literature Reviews in Software Engineering (Number Technical Report EBSE 2007-001).
Kusmiran, Y., Agustin, M., & Dahlan, T. H. (2024). Analisis Kesejahteraan Finansial Guru PAUD dalam Mendukung Transisi Pendidikan Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(1). https://doi.org/10.31004/obsesi.v8i1.7304
Kwon, K.-A., Ford, T. G., Salvatore, A. L., Randall, K., Jeon, L., Malek-Lasater, A., Ellis, N., Kile, M. S., Horm, D. M., Kim, S. G., & Halle, T. (2022). Neglected Elements of A High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions. Early Childhood Education Journal, 50, 157–168. https://doi.org/10.1007/s10643-020-01124-7
Lathifah, W., & Pamungkas, J. (2022). Keterampilan Guru PAUD dalam Pengelolaan Kelas pada Pembelajaran Seni Selama Pandemi Covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 4760–4771. https://doi.org/10.31004/obsesi.v6i5.2805
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration. PLOS Medicine, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100
Lipscomb, S. T., Chandler, K. D., Abshire, C., & Jaramillo, J. (2022). Early Childhood Teachers’ Self-Efficacy and Professional Support Predict Work Engagement. Early Childhood Education Journal, 50(4), 675–685. https://doi.org/10.1007/s10643-021-01182-5
Ma’wa, J., & Novitawati. (2024). Pengaruh Self-Efficacy Guru, Beban Kerja, dan Stres Kerja terhadap Profesionalitas Guru TK di Kecamatan Bati-Bati Kabupaten Tanah Laut. Journal of Education Research, 5(2), 2138–2149.
Meidelina, O., Saleh, A. Y., Cathlin, C. A., & Winesa, S. A. (2023). The Evolution of Early Childhood Teacher Wellbeing Research (2020--2024): A Bibliometric Analysis of Global Trends. PPSDP International Journal of Education. https://ejurnal.ppsdp.org/index.php/pijed/article/view/749
Mirna, W. A., & Wahyu, B. G. (2022). Resiliensi Guru PAUD Honorer. Happiness: Journal of Psychology and Islamic Science, 3(1), 40–49. https://doi.org/10.30762/happiness.v3i1.351
Muqarrama, R., & Hatimah, N. (2024). Gambaran Burnout pada Guru Pendamping untuk Anak Berkebutuhan Khusus di TK Madania. Sulawesi Tenggara Educational Journal, 4(1), 1–5.
OECD. (2024). Providing Quality for All in Early Childhood Education and Care: Reducing Inequalities by Investing in Early Childhood Education And Care. OECD Publishing. https://doi.org/10.1787/b78f8b25-en
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hr’objartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. PLOS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583
Pratiwi, W. A., Prasetyo, I., & Shabrina, M. N. (2021). Faktor-Faktor yang Berpengaruh terhadap Kinerja Guru Taman Kanak-Kanak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1741–1753. https://doi.org/10.31004/obsesi.v5i2.970
Rejeki, N. S., & Suwardi, S. (2021). Pengaruh Kemampuan Guru dalam Mengelola Kelas terhadap Pembelajaran Efektif di Taman Kanak-Kanak. Jurnal Anak Usia Dini Holistik Integratif (AUDHI), 2(1), 37–46. https://doi.org/10.36722/jaudhi.v2i1.579
Roza, D. (2020). Urgensi Profesionalisme Guru Pendidikan Anak Usia Dini dalam Penyelenggaraan Perlindungan Anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(1), 267–273. https://doi.org/10.31004/obsesi.v4i1.325
Shah, S. M. A., Hafeez, A., & Naseem, S. (2024). Teaching on The Edge: How Workload Drives Burnout Among Malaysian Educators. International Journal of Research in Academic World, 3(5), 71–78. https://hrmars.com/papers_submitted/25130
Slot, P. L., Leseman, P. P. M., Verhagen, J., & Mulder, H. (2017). Associations Between Structural Quality Aspects and Process Quality in Dutch Early Childhood Education and Care Settings. Early Childhood Research Quarterly, 36, 25–38. https://doi.org/10.1016/j.ecresq.2015.12.001
Suchodoletz, A. V, Larsen, R. A. A., Weinert, S., Murez, M., & Hamre, B. (2023). Is Universal Early Childhood Education and Care An Equalizer? A Systematic Review and Meta-Analysis of Evidence. Early Childhood Research Quarterly, 65, 14–27. https://doi.org/10.1016/j.ecresq.2023.05.005
Tezcan-Unal, B., & Ratcliff, N. (2022). Pathways to Inclusive and Equitable Quality Early Childhood Education for Achieving SDG4 Goal: A Scoping Review. Frontiers in Education. https://doi.org/10.3389/feduc.2022.935165
Tukimin, S. N., Hamid, F. A., & Saparudin, W. A. (2022). Upaya Pengembangan SDM Guru PAUD Berbasis Kompetensi Profesional. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 6478–6492. https://doi.org/10.31004/obsesi.v6i6.2844
United Nations. (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda
Utaminingsih, S., & Rachmawaty, S. (2023). Peran Budaya Organisasi dalam Membentuk Sikap Tanggung Jawab Sosial Guru PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(2), 423–435. https://doi.org/10.31004/obsesi.v8i2.5605
Yang, X., Li, M., & Zhou, Y. (2025). The Relationship Between Resilience and Professional Well-Being Among Early Childhood Teachers: The Chain Mediating Role of Teacher Pedagogical Competence and Self-Efficacy. BMC Psychology, 13, 1077. https://doi.org/10.1186/s40359-025-02393-7
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Kiki Syabilla Aprillyanti, Risbon Sianturi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
