BAHAGIA DALAM MENGAJAR: PROGRAM PSIKOLOGI POSITIF UNTUK MENINGKATKAN WELL-BEING DAN MOTIVASI GURU DI THAILAND

Mimbar Oktaviana; Ellyana Ilsan Eka  Putr; Yohana Wuri  Satwika; Satiningsih Satiningsih; Hermien  Laksmiwati; Siti ina  Savira; Mar’ atuzzumrotul  Qoiriah

doi:10.51878/community.v5i2.7575

Authors

Mimbar Oktaviana Universitas Negeri Surabaya
Ellyana Ilsan Eka Putr Universitas Negeri Surabaya
Yohana Wuri Satwika Universitas Negeri Surabaya
Satiningsih Satiningsih Universitas Negeri Surabaya
Hermien Laksmiwati Universitas Negeri Surabaya
Siti ina Savira Universitas Negeri Surabaya
Mar’ atuzzumrotul Qoiriah Universitas Negeri Surabaya

DOI:

https://doi.org/10.51878/community.v5i2.7575

Keywords:

Kepuasan Kerja, Kesejahteraan Guru, Psikoedukasi, Psikologi Positif

Abstract

This Community Service Program (PKM) aimed to enhance teachers’ psychological well-being, job satisfaction, and teaching enthusiasm through a Positive Psychology intervention based on the PERMA model (Positive Emotion, Engagement, Relationship, Meaning, and Accomplishment). The program was implemented at X School, Thailand, using a hybrid approach that combined online sessions for theoretical learning and onsite sessions for practical application. During the online phase, participants learned concepts of positive emotion awareness, strength identification, and emotional regulation strategies. The onsite phase focused on practical implementation through activities such as gratitude circles, strength-based teaching simulations, and peer appreciation sessions. A total of 25 teachers participated actively. Data were collected using pre-test and post-test measures of teacher well-being and qualitative reflections. Results revealed a significant increase in job satisfaction (19.1%) and teaching enthusiasm (15.05%) after the intervention. Teachers also reported improved collegial relationships and renewed meaning in their professional roles. The analysis indicated that the Meaning and Accomplishment dimensions had the strongest impact on well-being, while Positive Emotion contributed to reducing work-related stress. Overall, the findings demonstrate the effectiveness of a PERMA-based Positive Psychology intervention in a cross-cultural educational context. The program offers a practical model for professional development that can be adapted across ASEAN schools, with long-term implications for promoting teacher resilience, positive school climate, and sustainable well-being.

ABSTRAK
Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kesejahteraan psikologis, kepuasan kerja, dan semangat mengajar guru melalui pendekatan Positive Psychology berbasis model PERMA (Positive Emotion, Engagement, Relationship, Meaning, and Accomplishment). Program dilaksanakan di X School, Thailand, menggunakan metode hybrid yang menggabungkan sesi daring (psikoedukasi konseptual) dan luring (praktik langsung). Pada tahap daring, peserta memperoleh materi tentang kesadaran emosi positif, identifikasi kekuatan diri, dan strategi regulasi emosi. Tahap luring difokuskan pada praktik penerapan, termasuk latihan gratitude circle, strength-based teaching simulation, dan peer appreciation session. Sebanyak 25 guru berpartisipasi aktif dalam program ini. Data dikumpulkan melalui pre-test dan post-test menggunakan skala kesejahteraan guru serta refleksi kualitatif. Hasil menunjukkan peningkatan signifikan pada kepuasan kerja (19,1%) dan semangat mengajar (15,05%) setelah intervensi. Guru juga melaporkan perubahan positif dalam hubungan sosial di tempat kerja dan peningkatan makna profesi mengajar. Analisis menunjukkan bahwa dimensi Meaning dan Accomplishment memiliki pengaruh paling besar terhadap peningkatan kesejahteraan, sedangkan Positive Emotion berperan dalam menurunkan stres kerja. Program ini menunjukkan efektivitas intervensi Psikologi Positif berbasis PERMA dalam konteks lintas budaya, serta menawarkan model praktis untuk pengembangan profesional guru di kawasan ASEAN. Implikasi jangka panjang meliputi peningkatan iklim sekolah positif, ketahanan psikologis guru, dan keberlanjutan program penguatan kesejahteraan pendidik.

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