Perbedaan Stres Akademik Ditinjau dari Tahun Studi Differences in Academic Stress Based on Year of Study
Article Sidebar
Page Numbers:
776-786
Digital Object Identifier:
10.58578/anwarul.v4i4.3633
Viewed: 565 times
Downloaded: 341 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Leni Safitri1, Nurfarhanah Nurfarhanah2
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Students often face various academic challenges that can cause stress. Higher education, as an educational institution, has a major role in developing human resources and increasing the nation's competitiveness, so the educational curriculum becomes very demanding which causes stress in students referred to as academic stress. One of the factors that influence academic stress is the year of study. The objectives of this research are 1) To describe the academic stress of first-year students; 2) To describe the academic stress of final year students; 3) To examine whether there is a difference in academic stress between first year students and final year students. This research method is quantitative with comparative descriptive research type. The population in this study were 300 students with a sample of 172 students selected by proportional random sampling method. Data collection in this study used academic stress instruments with a likert scale of 45 items that had been tested for validity and reliability, namely 0.926. Data were processed using percentage analysis techniques and comparative analysis techniques with the independent sample t-test formula. The results of this study indicate that (1) Academic stress of first-year students is in the moderate category (56.41%); (2) Academic stress of final-year students is in the moderate category (57.17%); (3) There is no significant difference between the differences in academic stress of first-year students and final-year students, with a t value of 0.555 with a significance level of 0.679>0.05. Based on the results of this study, counselors can provide assistance to students through information services, individual counseling services, group guidance services, group counseling services.
Downloads
Citation Metrics & Similar Scopus Articles
-
Cicek V. (2026)Stress Hyperglycemia Ratio Is Associated with Intracardiac Thrombus in Acute Ischemic StrokeTurk Kardiyoloji Dernegi Arsivi, 54(5), 395-402
-
Ekidin A.A. (2026)Floating nuclear power plant “Akademik Lomonosov”: Radionuclide composition of emissions and radiation situation in the location areaNuclear Engineering and Technology, 58(8)
-
Durukan M.H. (2026)The Mediating Effect of Self-Efficacy on the Relationship Between Career Satisfaction and Perceived StressResearch in Sport Education and Sciences, 28(2), 113-123
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Ahmad, R. (2013). Dasar-dasar Bimbingan & Konseling. Padang: UNP Press.
Busari. (2014). Academic Stress among Undergraduate Students : Measuring the Effects of Stress Inoculation Techniques. 5(27), 599–609.
Dimala, C. P., & Rohayati, N. (2019). Kontribusi Academic Burnout dan Dukungan Sosial Terhadap Academic Engagement pada Mahasiswa Universitas Buana Perjuangan Karawang. Psychopedia Jurnal Psikologi Universitas Buana Perjuangan Karawang, 4(2), 1–9.
Edwin, M., & Salvatierra, D. (2022). The Impact of Academic Aspirations and Career Uncertainty on Students ’ College Outcomes The Impact of Academic Aspirations and Career Uncertainty on Students ’ College. 7(2).
Gadzella, B. M. (1994). Student-Life Stress Inventory: identification of and reactions to stressors. Psychological Reports, 74(2), 395–402.
Gallardo-Lolandes, Y., Alcas-Zapata, N., Flores, J. E. A., & Ocaña-Fernández, Y. (2020). Time management and academic stress in lima university students. International Journal of Higher Education, 9(9), 32–40.
Hifsy, I., Hariko, R., & Karneli, Y. (2022). Menciptakan Konseling Yang Kondusif Melalui Teknik-Teknik Dasar Konseling (Attending, Listening Dan Structuring). Ristekdik : Jurnal Bimbingan Dan Konseling, 7(2), 143.
Hudi, I., Purwan, H., Rahayu, I., Suryany, M., Mulyani, Ratna, S., & Rini, S. P. (2024). Analisis Literatur Faktor-Faktor yang Menyebabkan Stres Mahasiswa di Indonesia. 1, 129–136.
Lin, Y. M., & Chen, F. S. (2009). Academic stress inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 7(2), 157–162.
Mofatteh, M. (2021). Risk factors associated with stress, anxiety, and depression among university undergraduate students. AIMS Public Health, 8(1), 36–65.
Olejnik, S. N., & Holschuh, J. P. (2007). College rules 2nd Edition How To Study, Survive, and Succeed. Newyork: Ten Speed Press.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1),
Putri, P. K., Risnawati, E., & Avati, P. (2022). Stress Akademik Mahasiswa Semester Awal dan Mahasiswa Semester Akhir: Studi Komparatif Dalam Situasi Pembelajaran Daring. Jurnal Psikologi : Media Ilmiah Psikologi, 20(2).
Rahma, U. (2024). Bimbingan dan Konseling di Perguruan Tinggi: Teori dan Implementasi di Indonesia. Malang: UB Press.
Ribeiro, J. D., Huang, X., Fox, K. R., & Franklin, J. C. (2018). Depression and hopelessness as risk factors for suicide ideation, attempts and death: Meta-analysis of longitudinal studies. British Journal of Psychiatry, 212(5), 279–286.
Rukmana, I. (2019). Pengaruh Strategi Coping dan Dukungan Sosial terhadap Pengelolaan Stres Akademik Mahasiswa UIN Syarif Hidayatullah Jakarta. Skripsi. Jakarta: Universitas Islam Negeri Syarif Hidayatullah.
Sagita, D. D., & Rhamadona, W. (2021). Perbedaan Stres Akademik Antara Mahasiswa Tahun Awal dan Mahasiswa Tahun Akhir. Biblio Couns : Jurnal Kajian Konseling Dan Pendidikan, 4(1), 47–54.
Sasmita, I. A. G. H. D., & Rustika, I. M. (2015). Peran Efikasi Diri dan Dukungan Sosial Teman Sebaya Terhadap Penyesuaian Diri Mahasiswa Tahun Pertama Program Studi Pendidikan Dokter Fakultas Kedokteran Universitas Udayana. Jurnal Psikologi Udayana, 2(2), 280–289.
Sukmawati, I. (2011). Bimbingan dan Konseling di Perguruan Tinggi dan Masyarakat. Jurnal Ilmu Pendidikan Dan Sosial (JIPSI), 1(1), 128–136.
Syukur, Y., Neviyarni, & Zahri, T. N. (2019). Bimbingan dan Konseling di Sekolah. Malang: IRDH.
Tohirin. (2013). Bimbingan dan Konseling di Sekolah dan Madrasah (Berbasis Integrasi). Jakarta: Rajawali Press.
Yusuf, S., & Nani, M. S. (2020). Bimbingan dan Konseling di Perguruan Tinggi. Bandung: Remaja Rosdakarya.