BURNOUT PROFILE OF ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS (ESTES): FACTORS AND IMPLICATION OF GUIDANCE AND COUNSELING SERVICES

This study departs from the discovery of the phenomenon of the burnout of learning experience of students, especially those who are already in the fourth or fifth semester of lecture activities. Symptoms of burnout experienced by students are in four areas, namely physical, emotional, intellectual, and low motivation. This study aims to find the profile of students' learning burnout, the underlying factors and their implications for guidance services. The method in this study uses a quantitative approach with descriptive analytic. The sample in this study was 53 randomly assigned ESTES. The instrument used in this study was a questionnaire to capture data about the learning burnout profile and also the underlying factors. The results showed that 60.38% of students experienced high levels of learning burnout and the rest were low. Based on the analysis, the factors that cause students' learning burnout as a result of the study show that the factors that are at a high rate are not able to accept if the grades are not in line with expectations and not confident to consult with lecturers about learning activities. The recommendations of this study are aimed at Academic Advisors, UPT LBK, Study Programs, and further researchers.


INTRODUCTION
The main objectives of students entering college, in general, are to get job certainty, develop interests and talents and make friends. These indicators are in line with the results of  (Supriadi, 2001).
Based on the objectives of students studying at tertiary institutions, it appears that most students have high expectations of the tertiary institutions they enter. At least this condition reflects that students enter Higher Education, in addition to obtaining a brighter and promising future they are also expected to have special advantages as a support to be able to compete and have high bargaining power in the work they will pursue in the future. This is in line with the opinion of Semiawan, S.C (1999) which states that the new civilization promised by the new 21st century demands the ability of tertiary education graduates to perform so that they can survive (survive) and develop to achieve the actualization of excellence abilities optimally. In line with this opinion, further, Alwasilah (2007) states that quality learning activities in Higher Education should be based on the development of interactions that lead to the development of humanity between individuals (lecturers and students), so as to produce graduates who have the ability to compete in life events real.
Not all students' ideals are so high that they can be achieved, especially if the learning system that occurs in higher education tends to be monotonous. On the other hand, students become a cliche, because in general lecture material must be memorized; independence development rarely occurs based on creative activities in the context of explorative types of students. Another characteristic of conditions that often occur in classrooms is related to the transmission of knowledge that is "transferring" knowledge that does not give birth to preconditions to develop interest, concentration or readiness to learn (Skovholt, 2003, Dalton, 2003. The definition of burnout or burnout in psychological research can be interpreted as an affective state consisting of unpleasant feelings, lack of stimulation, and low physiological arousal (Pekrun et al., 2010).
Research on burnout has been conducted by experts including Daschmann, Goetz, Stupnisky (2014) exploring the antecedents of burnout, Eren & Coskun (2016) the relationship between the level of burnout and student learning outcomes, Sharp (2017)  The results of the research of some of the experts above are in line with the results of the researchers' initial interviews with students who consulted on academic matters, most students who had reached the fifth semester and above generally complained that they experienced burnout and fatigue in learning. Some of the factors that trigger this learning burnout include the learning conditions that are dominated by lecturers as a learning center (teacher center), the condition of a learning space that does not change from the side of the seat, paint the room and learning media, the tasks given by the lecturer are partly Great forces them to always think logically and systematically, according to students the overly frequent interaction with classmates informal contexts also influences the learning climate, and what makes them more saturated is the learning method which still applies a single learning method namely lecture or discussion. Student assessment of the quality of learning activities in most subjects is still considered to be lacking (quality), both in terms of the method, material, and way of teaching lecturers.
The number of activities and activities in the classroom, as well as the demands that must be experienced by students, can cause students to feel fatigued in all parts of the senses, and lack of enthusiasm in participating in teaching and learning activities arises burnout, less motivated, less attentive, no interest, and no results. From the symptoms that have been mentioned above shows students are experiencing burnout learning. From the explanation above, learning burnout is defined as a person's mental condition when experiencing a feeling of burnout and fatigue which is very severe, resulting in the emergence of feeling reluctant, lethargic, not eager to do learning activities (Khusumawati, 2014;Fatmawati 2018).
The conditions that occurred as in the above explanation triggered the emergence of the burnout of learning in college students which were marked by four main symptoms namely physical fatigue, psychological fatigue, intellectual fatigue, and low motivation. Obviously, the burnout of learning along with the underlying factors cannot be tolerated. Efforts are needed to help overcome them. Because learning burnout triggers the occurrence of stress and failure of academic focus and burnout also affects the poor inter and intrapersonal communication of students. The estuary can be a student experiencing academic failure and it can have an impact on other variables in the lives of students themselves. One effort to overcome this is to provide guidance and counseling services with a primary focus on academic and personal social guidance services for students.
This tutoring is intended so that students can achieve maximum learning achievement in accordance with their interests and talents. Some experts have examined the linkages of teacher efforts in dealing with student learning burnout. In dealing with the problem of ESTES burnout, it is very necessary for the role of guidance and counseling services to help students to be optimal in the learning process.
Based on the study above, the study of this article focuses on the ESTES's burnout profile at the Indonesian Education University, learning burnout factors and implications on guidance and counseling.

METHOD
This research was conducted using a quantitative approach with analytic descriptive methods, which describe comprehensively the profile of students' learning burnout and their areas, as well as the factors triggering learning burnout and then analyze it using relevant theoretical studies and references. The sample in this study was 53 fifth semester ESTES randomly selected. The instrument used to measure the profile of student learning burnout as well as the contributing factor is the questionnaire that has been tested for validity and reliability. Data analysis was performed by mapping the areas of learning burnout based on four areas, namely intellectual, emotional, physical and motivational, and then analyzed their tendencies based on saturated and unsaturated categories. The factors that cause learning burnout are analyzed based on the number of responses on the items causing factors of learning burnout. Items with a process of more than 50 percent were included in the high category and displayed in the research findings.

RESULTS
The results of the research conducted showed that PGSD students who experienced burnout are as follows. Never proud of the learning achievements achieved so far 18.87% 4 Not able to excel in learning 11.32% 5 Not have advantages in the academic field 24.53% 6 Offended by friends who provide input, ideas in learning activities 1.89% 7 Not confident to consult with lecturers about learning activities 67.92% 8 No the desire to work on college assignments as well as possible 3.77% 9 No encouragement to get a good academic value 5.66% 10 Using references for improvised college assignments 37.74% The learning environment indicators can be seen in the table below. The last indicator is indicators of emotional involvement with the learning environment, explanation is in the table below. Activities outside of learning that has been undertaken has been most beneficial 35.85% 10 The lecturer does not provide support for success in learning 16.98% 11 Achievement achievement will not promise the future, which is better 7.55%

DISCUSSION
The results showed that ESTES tended to experience high learning burnout and this high category also applies to all areas of learning burnout itself. Then when viewed from the point of view the biggest factors causing student burnout are indicators as follows. (1)  The learning methods conveyed by the lecturers so far tend to be mention; (5) difficulty in finding references to complete college assignments; (6) difficulties in translating foreign literature; (7) many costs to do the work; (8) happy ending the time to work on college assignments, and (9) Difficulty dividing learning time with activity outside of learning. The reality of student burnout along with the factors that influence it confirms that it could be that the learning climate in the higher education scene is not conducive, less accommodating and tends to tend towards intellectual development rather than the emotional and personality development of students themselves. In line with this fact, Pham (2007) states "When students don't feel appreciated or receive rewards for hard work, they can be frustrated and this feeling, in combination with other" mismatches "in everyday life, can escalate into burnout". Pham's statement indirectly illustrates that the burnout of learning in students occurs because of the many task pressures and lack of appreciation.
This means that the touch given by the instructor to students is apparently not enough to be of intellectual development only but an approach that is more psychological in touch with students also needs to be done especially in this period students begin to be demanded to be independent and responsible. It seems that the thoughts of Abrams et al. (2005) state that "Schools today are called upon to educate an increasing number of students with social and emotional needs that interfere with their academic success." Abrams's statement actually emphasizes that academic intake alone is not enough to make students successful but academic intake quality needs to be accompanied by quality emotional and social intake. It turns out that the appreciation and psychological touch is given to someone, whether physical, psychological, or social in nature can help to improve the mental health of individuals including students (Yusuf, P-ISSN: 2580-9326 E-ISSN: 2580 Journal of Elementary Education Volume 4, Number 1, February 2020   2004). The results of this study mean that students who experience academic procrastination on some symptoms are the same as students who experience burnout in learning. Liwze (2002) states that: Student burnout is on the rise like academic procrastination. Two in ten Canadian students will experience burnout during their tenure at university according to a 2002 Canada Health survey that suggests students are feeling pressured to perform at work, at school and socially. The above opinion confirms that the risk of academic disruption in the form of burnout is as dangerous as academic procrastination. The Canadian Health Agency survey results show that two out of ten students experience psychological pressure both in school and social relationships. Related to efforts to help overcome the burnout of learning, it seems that Pennington (2007) can be considered by higher education institutions stating that although there is no sure cure or solution to make your classes perfect, there are some methods that may offer diversity for both of you and your students that will apply both to the academic classroom as well as the activity class. Pennington's statement implies the need to shift the learning method from active teachers towards active students as a solution to reduce the burnout of student learning. This means that the interaction of educators in tertiary institutions no longer only emphasizes the intellectual aspect, but psychological interaction with students also needs to be developed as an effort to help deal with student burnout because under stressful and stressful conditions it is not possible for a student to optimally develop his academic potential.
Related to efforts to help overcome the burnout, the results of the study of Josepha et al. (1999) emphasized the need for non-academic student activities programs to strengthen the relationship between educators and students while helping to dilute previously frozen situations. The program discussed many things related to learning from self-management in learning to effective efforts to adapt to the environment in an effort to help deal with the burnout. This means that one of the efforts to overcome the burnout of student needs guidance and counseling services, especially academic services and social personal services.

CONCLUSION
The results showed that the majority of ESTES experienced high levels of learning burnout and the rest were low. The high level of learning burnout experienced by students applies to all areas, namely intellectual, emotional, physical exhaustion and also low motivation. In addition to the area of learning burnout, in terms of the factors that cause student burnout, the following factors are the main factors contributing to the burnout of learning in ESTES, namely (1) unable to accept if the course grades are not in line with expectations; (2) (3) having difficulty meeting with lecturers to consult; (4) The learning methods conveyed by the lecturers so far tend to be monotonous; (5) difficulty in finding references to complete college assignments; (6) difficulties in translating foreign literature; (7) many costs to do the work; (8) happy ending the time to work on college assignments; and (9) Difficulty dividing learning time with activity outside of learning.
As a suggestion from the research results, it should be followed up immediately by designing an appropriate guidance and counseling service program to deal with students' burnout, especially through academic guidance services and also social personal services.
There is also a need to balance the content of lecture material between theoretical and practical matters. It seems that for students who are already in semester 4 and above the content of lecture material the portion of material that is practical in nature needs to be strengthened with assignments that remain measurable and of good quality. And it is necessary to strengthen the relationship between lecturers and students who are more equal, communicative and mutually respectful while maintaining the norms and rules that apply.

ACKNOWLEDGMENTS
Our gratitude goes to all parties involved in this research. especially to IKIP Siliwangi's ESTES who gave their time in this study. then, our thanks go to the Primaryedu journal team who gave us the opportunity to be able to publish in their journals.