STRES AKADEMIK DALAM FENOMENA LEARNING LOSS PADA MASA PEMULIHAN PEMBELAJARAN: STUDI KORELASIONAL DENGAN SELF-DIRECTED LEARNING
DOI:
https://doi.org/10.31571/edukasi.v23i1.6759Keywords:
kemandirian belajar, remaja, self-directed learning, SMA, stres akademikAbstract
Banyaknya materi yang belum tersampaikan optimal secara daring memicu learningloss dan stres akademik di masa pemulihan pembelajaran. Self-directed learning/ SDL ditengarai dapat meminimalisir ketertinggalan materi, terutama bagi siswa SMA. Tujuan penelitian adalah untuk mengetahui adanya hubungan SDL dengan stress akademik siswa SMA di masa pemulihan pembelajaran. Melalui pendekatan kuantitatif, skala SDL (Naitem=19; α0,841) dan Skala Stres Akademik (Naitem=23; α0,877). Sampel berjumlah 316 (124 laki-laki, 192 perempuan, M 0,00; SD 6,543) melalui Stratified Cluster Random Sampling, yakni mengambil acak 3 kelas dari setiap tingkatan, dimana semua angggota dalam kelas terpilih menjadi respoden penelitian. Analisis Pearson Product Moment, menunjukkan hubungan negatif (rxy -0,127; p < 0,05) antara SDL dengan stres akademik, sehingga hipotesis diterima. Semakin meningkatnya SDL, semakin rendah stres akademik siswa. Begitu sebaliknya. Untuk mengurangi stres akademik, siswa dapat meningkatkan SDL melalui penbentukan kebiasaan belajar baik, seperti menepati jadwal belajar, merinci dan mengevaluasi target secara realistis dan terukur.
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