Faktor-Faktor Yang Berhubungan Dengan Tingkat Stres Akademik Pada Mahasiswa Stikes Graha Medika

Hamzah, B; Hamzah, Rahmawati

doi:10.24269/ijhs.v4i2.2641

Cited by 13 publications

(14 citation statements)

References 3 publications

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“…The results of the analysis of demographic data with academic stress showed that more were found in the high category at the ages of 18 and 19. This is in line with previous research, which states that age has a relationship with academic stress (Hamzah & Hamzah, 2020). It is also made clear in other studies that age and number of visits to the hospital have a relationship with academic stress (Suwartika et al, 2014).…”

Section: B Demographics and Academic Stress Factorssupporting

confidence: 92%

Academic stress on muslim students in indonesia: Study on online learning

Herdian

Mildaeni

2021

educareupelipb

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The pandemic period causes all systems in life to change a lot, one of which is education. Online learning is a solution to the difficulty of offline learning in schools. This study examines academic stress during online learning among first-year Muslim students in Indonesia. This study's participants were 731 first-year Muslim students who had never done offline learning at the target campus. Data collection used the academic stress scale from Lin & Chen (2009) with seven stress sources. The results showed teachers' stress, stress results, stress tests, studying in groups stress, peer stress, time management stress, and self-inflicted stress were at moderate and high levels. Meanwhile, the highest percentage of academic stress factors was obtained from teachers' stress. We also present a detailed examination of demographic data by cross-tabulating and discussing these findings' theoretical and practical implications.

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Section: B Demographics and Academic Stress Factorssupporting

confidence: 92%

Academic stress on muslim students in indonesia: Study on online learning

Herdian

Mildaeni

2021

educareupelipb

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“…For freshmen, various demands from the academy are sources of heavy stress (Amirkhan & Kofman, 2018). The online learning process during pandemics has become one of the main sources of stress, caused by a lot of workloads, sub-optimal explanations, and feedback processes providing by teachers (Argaheni, 2020;Hamzah & Hamzah, 2020;Hasanah et al, 2020;Livana et al, 2020: Sundarasen al., 2020. Other stressors in a pandemic are loneliness and social isolation (Elmer et al, 2020;Hwang, Rabheru, Peisah, Reichman, & Ikeda, 2020), which are related to peer relations, either it is in the context of friendship or romantic relationships (Anderson, Salk, & Hyde, 2015;Seiffge-Krenke et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Do loneliness, perceived stress, and communication skill with peers predict social problem-solving in freshmen during COVID-19 pandemic?

Putri

Rahardjo

Pranandari

et al. 2023

JPS

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The condition of the COVID-19 pandemic has resulted in the enactment of physical distancing and staying at home policy. With this isolation, face-to-face activities are replaced by online activities. Several studies have found that distancing has an impact on increasing anxiety and stress in college students. This is inseparable from their ability in social problem-solving. The aim of this study was to determine how loneliness, perceived stress, communication skills with peers influence social problem-solving. Participants were 702 freshmen from University X and domiciled in the Jakarta Greater Area and several other cities. The instruments were the Social Problem-Solving Inventory-Revised Short-Form, UCLA Loneliness Scale Short Version (ULS-8), Perceived Stress Scale, and the Interpersonal Communication Scale. The data was collected through an online questionnaire and were analyzed using hierarchical regression. The dynamics of research results show that loneliness has a significant effect on social problem-solving. When perceived stress is included in the model, the effect of loneliness on social problem-solving decreases and tends to be weak, although still significant, the effect of perceived stress is much stronger. When communication skills with peers are included in the model, the effect of loneliness is no longer significant and the effect of perceived stress decreases, but it becomes the strongest variable affecting social problem-solving. On the other side, the three independent variables have a great influence on solving social problems in freshmen.

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“…Selain itu, dilansir dari lama kompas.com, hasil penelitian yang dilakukan oleh tim psikologi UI menunjukkan bahwa mahasiswa cenderung memiliki emosi ke arah yang negatif yang dapat mempengaruhi kondisi kesehatan mentalnya. Stres akademik dapat diartikan sebagai tekanan mental yang berkaitan dengan frustasi terhadap kegagalan akademik, ketakutan akan kegagalan tersebut bahkan kesadaran terhadap kemungkinan terjadinya kegagalan tersebut (B & Hamzah, 2020). Salu (2017) menggambarkan stres akademik sebagai suatu keadaan dimana terjadi ketidaksesuaian antara tuntutan lingkungan dengan sumber daya aktual atau kemampuan yang dimiliki siswa sehingga mereka semakin terbebani oleh berbagai tekanan dan tuntutan.…”

Section: Pendahuluanunclassified

Klasifikasi Tingkat Stres Akademik dan Gambaran Mekanisme Koping Mahasiswa

Sari,

Marsisno

2023

semnasoffstat

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Stres merupakan hal yang wajar dan sering ditemui dalam kehidupan. Stres juga dapat terjadi dalam lingkungan akademik (stres akademik). Stres akademik terjadi akibat ketidakmampuan mahasiswa beradaptasi dengan keadaan perkuliahan. Perubahan aktivitas belajar mengajar akibat covid-19 juga dapat memicu stres akademik. Oleh karena itu, penting bagi mahasiswa untuk memiliki pengelolaan masalah (mekanisme koping) yang baik dalam menghadapi stres. Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres akademik dan mekanisme koping mahasiswa Polstat STIS T.A 2022/2023 beserta klasifikasinya. Penelitian dilakukan terhadap 360 mahasiswa Polstat STIS T.A 2022/2023 dengan menggunakan instrumen berupa kuesioner online. Analisis data dalam penelitian ini menggunakan decision tree algoritma C5.0. Hasil penelitian menunjukkan bahwa sebesar 70,6 persen mahasiswa berada pada tingkat stress sedang. Variabel yang paling berpengaruh dalam tingkat stres sedang adalah intrapersonal (34,22 persen). Sebanyak 51,39 persen mahasiswa menggunakan mekanisme koping adaptif dengan indikator yang berpengaruh adalah restrain coping, planning, active coping dan acceptance. Model decision tree tingkat stres menghasilkan akurasi sebesar 96,1 persen dengan size tree sebesar 23.

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Faktor-Faktor Yang Berhubungan Dengan Tingkat Stres Akademik Pada Mahasiswa Stikes Graha Medika

Cited by 13 publications

References 3 publications

Academic stress on muslim students in indonesia: Study on online learning

Academic stress on muslim students in indonesia: Study on online learning

Do loneliness, perceived stress, and communication skill with peers predict social problem-solving in freshmen during COVID-19 pandemic?

Klasifikasi Tingkat Stres Akademik dan Gambaran Mekanisme Koping Mahasiswa

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