TEACHER SHAMING DAN KRISIS RELASI PENDIDIKAN DI ERA DIGITAL

Abstract

Digital transformation has reshaped communication patterns in education while simultaneously increasing social media usage among students, parents, and the general public. Conversely, these developments have given rise to the phenomenon of "teacher shaming"—the act of humiliating or disparaging teachers via digital platforms. This study aims to analyze teacher shaming as an indicator of a crisis in educational relationships within the digital era, examine its impact on teacher well-being, and identify its implications for children's character development. The research employs a Systematic Literature Review (SLR) combined with an Integrative Literature Review, adhering to PRISMA 2020 guidelines. Data were sourced from Scopus, Web of Science, ERIC, and Google Scholar/Garuda (Sinta 1–4 accredited) databases, covering publications from 2018 to 2026. Thirty-two empirical articles meeting the inclusion criteria were analyzed using thematic analysis. The findings reveal that teacher shaming frequently occurs on TikTok, Instagram, Facebook, and parent WhatsApp groups, manifesting as verbal abuse, cyberbullying, the unauthorized sharing of videos, and negative comments directed at teachers. This phenomenon leads to increased stress, anxiety, and burnout, as well as reduced work motivation and job satisfaction among teachers. Furthermore, the normalization of teacher shaming contributes to a decline in respect for teachers, diminished empathy, and a crisis of digital etiquette among children. The study concludes that teacher shaming constitutes a form of symbolic violence reflecting a crisis in educational relationships in the digital age. Consequently, there is a need to strengthen digital ethics, safeguard the teaching profession, and promote character education, alongside fostering collaboration among schools, families, and the government to create a safer and more civil educational environment.

ABSTRAK

Transformasi digital telah mengubah pola komunikasi dalam pendidikan sekaligus meningkatkan penggunaan media sosial oleh siswa, orang tua, dan masyarakat. Di sisi lain, perkembangan tersebut memunculkan fenomena teacher shaming (perundungan dan penghinaan guru), yaitu tindakan mempermalukan atau merendahkan guru melalui platform digital. Penelitian ini bertujuan menganalisis teacher shaming sebagai indikator krisis relasi pendidikan di era digital, mengkaji dampaknya terhadap kesejahteraan guru (teacher well-being), serta mengidentifikasi implikasinya terhadap karakter anak. Penelitian menggunakan metode Systematic Literature Review (SLR) yang dipadukan dengan Integrative Literature Review dengan mengikuti pedoman PRISMA 2020. Data diperoleh dari database Scopus, Web of Science, ERIC, dan Google Scholar/Garuda (terakreditasi Sinta 1-4) pada rentang publikasi 2018–2026. Sebanyak 32 artikel empiris yang memenuhi kriteria inklusi dianalisis menggunakan thematic analysis. Hasil penelitian menunjukkan bahwa teacher shaming banyak terjadi melalui TikTok, Instagram, Facebook, dan WhatsApp Group orang tua dalam bentuk penghinaan verbal, cyberbullying, penyebaran video tanpa izin, dan komentar negatif terhadap guru. Fenomena ini berdampak pada meningkatnya stres, kecemasan, burnout, rendahnya motivasi kerja, dan menurunnya kepuasan kerja guru. Selain itu, normalisasi teacher shaming berkontribusi terhadap menurunnya rasa hormat kepada guru, melemahnya empati, serta krisis kesantunan digital pada anak. Penelitian ini menyimpulkan bahwa teacher shaming merupakan bentuk kekerasan simbolik yang mencerminkan krisis relasi pendidikan di era digital. Oleh karena itu, diperlukan penguatan etika digital, perlindungan profesi guru, pendidikan karakter, serta kolaborasi sekolah, keluarga, dan pemerintah untuk menciptakan lingkungan pendidikan yang lebih aman dan berkeadaban.