TRANSFORMASI PARADOKS PROFESI GURU DI ERA ALGORITMA: KETIMPANGAN STRUKTURAL, BEBAN ADMINISTRATIF, DAN ANCAMAN BURNOUT
DOI:
https://doi.org/10.51878/psikis.v2i1.16417Keywords:
Administrative Burden, Burnout, Honorary Teachers, Education Policy, e-Kinerja, Guru Honorer, Kebijakan PendidikanAbstract
ABSTRAK
Pergeseran paradigma pendidikan nasional dari sistem konvensional menuju era digitalisasi tata kelola birokrasi telah memunculkan paradoks sosiologis yang kompleks bagi profesi guru di Indonesia. Di satu sisi, digitalisasi diharapkan mempermudah evaluasi mutu; namun di sisi lain, ia melahirkan beban administratif yang memicu technostress dan kelelahan emosional ekstrem (burnout). Penelitian ini bertujuan untuk membedah secara komprehensif ketimpangan struktural, beban psikososial, dan implikasi yuridis yang melingkupi profesi guru (Aparatur Sipil Negara/ASN, Pegawai Pemerintah dengan Perjanjian Kerja/PPPK, dan honorer) di era kontemporer. Menggunakan metode kualitatif melalui Systematic Literature Review (SLR) yang dikombinasikan dengan analisis studi kasus kebijakan aktual, penelitian ini menganalisis implementasi Undang-Undang Nomor 20 Tahun 2023 tentang ASN, Undang-Undang Pelindungan Ketenagakerjaan 6 Oktober 2026, serta digitalisasi melalui e-Kinerja dan Platform Merdeka Mengajar (PMM). Hasil kajian menunjukkan bahwa struktur kepegawaian guru membentuk piramida kerentanan, di mana kelompok basis (honorer dan PPPK) mengalami kecemasan eksistensial terkait keamanan kerja, sementara kelompok puncak (PNS bersertifikasi) teralienasi oleh rezim performativity dan administrative burden. Kondisi ini bermuara pada fenomena quiet quitting di kalangan pendidik, yang secara langsung berdampak pada stagnasi kualitas capaian belajar siswa. Kesimpulan dari penelitian ini merekomendasikan perlunya re-humanisasi kebijakan pendidikan, deregulasi beban administratif, serta jaminan standar upah minimum nasional untuk menyelamatkan ekosistem pendidikan dari kelumpuhan pedagogis.
ABSTRACT
The shift in national education from conventional systems toward the digitalization of bureaucratic governance has produced a complex sociological paradox for the teaching profession in Indonesia. On the one hand, digitalization is expected to ease quality evaluation; on the other, it generates administrative burdens that trigger technostress and extreme emotional exhaustion (burnout). This study aims to comprehensively examine the structural inequality, psychosocial burden, and legal implications surrounding the teaching profession (civil servants/ASN, government employees with work agreements/PPPK, and honorary teachers) in the contemporary era. Using a qualitative method through a Systematic Literature Review (SLR) combined with an analysis of actual policy case studies, this study analyzes the implementation of Law Number 20 of 2023 concerning the State Civil Apparatus, the Employment Protection Law of 6 October 2026, and digitalization through e-Kinerja and the Merdeka Mengajar Platform (PMM). The findings show that the teacher employment structure forms a pyramid of vulnerability, in which the base group (honorary teachers and PPPK) experiences existential anxiety over job security, while the top group (certified civil servant teachers) is alienated by the regime of performativity and administrative burden. This condition culminates in quiet quitting among educators, which directly affects the stagnation of student learning outcomes. The study concludes by recommending the re-humanization of education policy, the deregulation of administrative burdens, and a guaranteed national minimum wage standard to rescue the education ecosystem from pedagogical paralysis.
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