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Pengaruh Perceived Social Support terhadap Psychological Well-Being Mahasiswa yang sedang Menyusun Skripsi Azka Khoirunnisa; Dewi Rosiana
Humanitas (Jurnal Psikologi) Vol 7 No 3 (2023)
Publisher : Universitas Kristen Maranatha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28932/humanitas.v7i3.7637

For college student, thesis is a task that has challenges as well as obstacles in it which can become a stressor which ultimately can have an impact on disturbed mental health. When students have good psychological well-being, students are expected to be able to have adaptive coping in facing any difficulties and obstacles that arise in the process of writing their thesis. This research aims to determine the effect of perceived social support on psychological well-being in students who are writing their theses. The research uses a quantitative approach, with a causality design. The research subjects were obtained using a simple random sampling technique, consisting of 247 male and female students who were writing their theses at Bandung Islamic University, with ages ranging from 21 to 25 years. Data analysis uses simple linear regression analysis and descriptive statistical analysis. Data collection was carried out using measuring instruments that have been adapted to Indonesian, namely the Multidimensional Scale of Perceived Social Support (MSPPS) and using the Ryff Scale of Psychological Well-Being. The results of data analysis stated that there was a positive linear relationship and a significant influence of perceived social support on psychological well-being with a contribution value of 30.7% and with a significant value of 0.00 < alpha of 0.05. This means that the higher the social support that is felt to be useful and positive for students, the more it will increase the student's psychological well-being. It is best for educational institutions to provide support to students who are writing their theses by providing interventions based on perceived social support.

Hubungan Stres Akademik dengan Student Engagement Pondok Pesantren di Kota Bandung Ima Nurul Azmi; Dewi Rosiana
Bandung Conference Series: Psychology Science Vol. 4 No. 1 (2024): Bandung Conference Series: Psychology Science
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsps.v4i1.10008

Abstract. Islamic boarding schools are schools with distinctive characteristics that differ from regular public schools, starting from the school system to school rules. The stress experienced by students (santri) in Islamic boarding schools is caused by various academic demands in the boarding school, as students must adhere to various rules, activities, and study hours from morning until night. The academic demands and the workload of activities experienced by students in Islamic boarding schools can lead to a lack of focus during learning, disrupting student engagement and causing students to become tired, easily bored, and inactive during lessons. Therefore, this research is conducted with the aim of determining the relationship between academic stress variables and student engagement in Islamic boarding schools in the city of Bandung. The hypothesis proposed in this study is that there is a negative relationship between academic stress and student engagement in Islamic boarding schools in Bandung. The respondents consist of 273 male and female students aged 12-15 years, from grade 7 to grade 9. The research method used is correlational method using Spearman Rank correlation test. The results of this study indicate a significant relationship between academic stress and student engagement in Islamic boarding schools in Bandung with a correlation coefficient of -0.153. Abstrak. Pondok pesantren merupakan sekolah dengan ciri khas yang berbeda dengan sekola umum biasa mulai dari sistem sekolah hingga aturan sekolah. Stres yang telah dialami oleh santri di pondok pesantren disebabkan karena berbagai tuntutan akademik di pondok pesantren karena santri harus mengikuti berbagai aturan, kegiatan, serta jam belajar mulai dari pagi hingga malam. Tuntutan akademik dan juga beban kegiatan yang dialami santri di pondok pesantren dapat menyebabkan santri menjadi kurang fokus selama pembelajaran, sehingga student engagement menjadi terganggu yang membuat santri menjadi lelah, mudah bosan serta tidak aktif selama pembelajaran. Tujuan penelitian ini untuk mengetahui hubungan antara variabel stres akademik dengan student engagement pondok pesantren di Kota Bandung. Hipotesis yang diajukan pada penelitian ini ialah terdapat hubungan negatif antara stres akademik dengan student engagement pondok pesantren di Kota Bandung. Jumlah responden sebanyak 273 santri laki-laki dan perempuan yang berusia 12-15 tahun, kelas 7 hingga kelas 9. Analisis penelitian ini menggunakan uji korelasional spearman’s rho. Hasil penelitian ini menyatakan bahwa terdapat hubungan signifikan antara stres akademik dengan student engagement pondok pesantren di Kota Bandung dengan koefisien korelasi -0,153.

Independent – Interdependent Self Construal pada Mahasiswa Kota Bandung Herkyles Surya Fadilah; Dewi Rosiana
Bandung Conference Series: Psychology Science Vol. 4 No. 2 (2024): Bandung Conference Series: Psychology Science
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsps.v4i2.12765

Abstract. This study aims to comprehensively explore Self-Construal among university students in Bandung, considering their ethnic and cultural backgrounds. Comparisons of students' self-construal can influence whether they behave according to personal desires or follow academic demands. This study employs a mixed-methods approach with a sequential explanatory strategy (quantitative-qualitative-interpretation of both findings). The measuring instrument used is the Self-Construal Scale (SCS) (n = 24) which measures two dimensions, namely independent (0.88) and interdependent self-construal (0.89), as well as semi-structured questions. There were 276 respondents in the quantitative study and 10 subjects in the qualitative study, representing cultural variations including Sundanese, Makassarese, Javanese, and Betawi. Two main conclusions were drawn. First, Self-Construal among students showed significant differences regardless of ethnicity for each student. Second, when viewed by ethnicity, there were no significant differences among students. The qualitative findings indicate that most students follow the majority cultural group in the expectations of the academic environment, but have different values in viewing themselves and interpersonal dependence based on various situations. Cultural differences can influence students' self-perception of the diverse academic environment, affecting their social and intercultural skills. Abstrak. Penelitian ini bertujuan untuk mengeksplorasi Self Construal secara komprehensif pada mahasiswa Kota Bandung dengan memperhatikan latar belakang etnis budaya. Perbandingan self-construal mahasiswa dapat memengaruhi apakah mereka berprilaku sesuai keinginan pribadi atau mengikuti tuntutan akademik. Penelitian ini menggunakan pendekatan mix metode dengan model sequential explanatory strategy (kuantitatif-kualitatif-inteprestasi kedua temuan). Alat ukur yang digunakan adalah Self-construal Scale (SCS) (n = 24) yang mengukur dua dimensi, yaitu independent (0,88) dan interdependent self-construal (0,89), serta pertanyaan semi-terstruktur. Terdapat 276 responden dalam studi kuantitatif dan 10 subjek dalam studi kualitatif, mewakili variasi budaya termasuk suku Sunda, Makasar, Jawa, dan Betawi. Menghasilkan dua kesimpulan utama. Pertama, Self Construal pada mahasiswa menunjukan perbedaan signifikan tanpa melihat kesukuannya pada setiap mahasiswa. Kedua, melihat pada kesukuannya menunjukan tidak ada perbedaan signifikan pada setiap mahasiswa. Temuan kualitatif menunjukkan bahwa sebagian besar mahasiswa mengikuti suku budaya mayoritas dalam harapan lingkungan perkuliahan, namun memiliki nilai yang berbeda dalam melihat diri dan ketergantungan interpersonal berdasarkan situasi yang beragam. Perbedaan budaya dapat memengaruhi pandangan diri mahasiswa terhadap lingkungan perkuliahan yang beragam, memengaruhi keterampilan sosial dan interkultural mereka.

Pengaruh Self-Regulated Learning terhadap Stres Akademik pada Mahasiswa Tingkat Akhir Humairah Muthmainah Rif'atuzzahidah; Dewi Rosiana
Bandung Conference Series: Psychology Science Vol. 4 No. 2 (2024): Bandung Conference Series: Psychology Science
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsps.v4i2.12913

Abstract. Self-regulated learning means that these skills do not develop spontaneously, meaning that self-regulated learning in individuals can change or not persist. These changes can be caused by increased academic demands. For final year students, a thesis is a task that must be completed and there are demands for completion, namely to do it independently and graduate on time. These academic demands can cause academic stress. Therefore, independent learning is needed in the learning process. The aim of this research is to determine the level of self-regulated learning and academic stress and to determine the effect of self-regulated learning on academic stress in final year students working on their thesis. The research method used is a quantitative method with data analysis using a simple linear regression test. The total sample was 203 respondents (68% female and 32% male) final year students who were working on their thesis. The sampling technique used is convenience sampling. Data were obtained using the self-regulated learning scale and the Student-Life Stress Inventory (SLSI). The research results showed that there was an influence between self-regulated learning and academic stress on final year students working on their thesis (T test 0.000<0.05 and R2 value 0.451). Independent learning is at a low level and academic stress is at a high level. This is a suggestion for future researchers to expand the amount of research in various faculties and universities to provide programs that can increase learning independence and reduce academic stress. Abstrak. Self-regulated learning merupakan keterampilan tidak berkembang secara spontan, artinya self-regulated learning pada individu dapat berubah-ubah atau tidak menetap. Perubahan tersebut dapat disebabkan oleh tuntutan akademik yang meningkat. Pada mahasiswa tingkat akhir skripsi merupakan tugas yang harus dijalani dalam penyelesaiannya terdapat tuntutan, yaitu dilakukan secara mandiri dan lulus tepat waktu. Adanya tuntutan akademik tersebut dapat menyebabkan stres akademik. Oleh karena itu, self-regulated learning dibutuhkan dalam proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui tingkat self-regulated learning dan stres akademik dan mengetahui pengaruh self-regulated learning terhadap stres akademik pada mahasiswa tingkat akhir yang mengerjakan skripsi. Metode penelitian yang digunakan adalah metode kuantitatif dengan analisis data menggunakan uji regresi linear sederhana. Jumlah sampel 203 responden (68% Perempuan dan 32% laki-laki) mahasiswa tingkat akhir yang sedang mengerjakan skripsi. Teknik sampling yang menggunakan adalah convenience sampling. Data diperoleh menggunakan skala self-regulated learning dan Student-Life Stress Inventory (SLSI). Hasil penelitian didapatkan terdapat pengaruh antara self-regulated learning dan stres akademik pada mahasiswa tingkat akhir yang mengerjakan skripsi (Uji T 0.000<0.05 dan nilai R2 0.451). Self-regulated learning berada di tingkat rendah dan stres akademik berada di tingkat tinggi. Adapun saran bagi peneliti selanjutnya untuk memperluas jumlah sampel penelitian di berbagai fakultas dan universitas dapat memberikan program yang dapat meningkatkan self-regulated learning dan menurunkan stres akademik.

Hubungan Stres Akademik dan Kecanduan Media Sosial pada Mahasiswa Tingkat Akhir Maghfira Maulisa Adzani; Dewi Rosiana
Bandung Conference Series: Psychology Science Vol. 4 No. 2 (2024): Bandung Conference Series: Psychology Science
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsps.v4i2.12918

Abstract. The phenomena of social media addiction and academic stress have become relevant issues in students' lives, with potential impacts on academic performance and future careers. Social media addiction occurs when an individual compulsively increases their usage time and struggles to control their social media use. Stress arises from pressures to demonstrate achievements and excellence amidst the growing academic competition, leading to increased burden from various pressures and demands. This study involved 169 respondents, using variables including social media addiction and academic stress. The sampling technique employed was Non-Probability, with the criteria being active students currently working on their theses and using TikTok in the past 6 months. The measurement tools used in this study were the Bergen Social Media Addiction Scale and the Perceived Sources of Academic Stress. Analysis was conducted using Spearman's Rho correlation test, yielding a correlation coefficient of 0.321. The results indicate a positive relationship between social media addiction and academic stress among students. Social media addiction can lead to a decrease in academic performance and lower grades, as well as disrupt real-life activities. The recommendation from this study is that students should be aware of their social media usage behavior and manage their time more effectively to reduce academic stress. The findings of this research can serve as a basis for developing interventions and guidance programs to help students manage their social media use more balancedly. Abstrak. Fenomena kecanduan media sosial dan stres akademik telah menjadi isu yang relevan dalam kehidupan mahasiswa, dengan potensi berdampak pada prestasi akademik dan masa depan profesional. Kecanduan media sosial merupakan ketika seseorang menambah waktu penggunaannya secara kompulsif, dan mereka kesulitan mengendalikan diri untuk tidak menggunakan media sosial. Stres yang muncul karena adanya tekanan-tekanan untuk menunjukkan prestasi dan keunggulan dalam kondisi persaingan akademik yang semakin meningkat, sehingga mereka semakin terbebani oleh berbagai tekanan dan tuntutan. Pada penelitian ini berjumlah 169 responden menggunakan variabel yang diteliti meliputi kecanduan media sosial dan stres akademik. Teknik sampling pada penelitian ini adalah Non-Probability dengan kriteria mahasiswa aktif yang sedang menyusun skripsi dan menggunakan TikTok 6 bulan terakhir. Alat ukur yang digunakan dalam penelitian ini adalah Bergen Social Media Addiction Scale dan Percevied Sources of Academic Stress analisa menggunakan uji korelasi spearman rho dengan hasil koefesien korelasi sebesar 0.321. Hasil penelitian menunjukkan bahwa terdapat hubungan positif antara kecanduan media sosial dan stres akademik pada mahasiswa. Kecanduan media sosial dapat berdampak pada menurunnya kemampuan akademik dan penurunan prestasi perkuliahan, serta mengganggu kehidupan nyata. Saran dari penelitian ini adalah bahwa mahasiswa perlu aware dengan perilaku menggunakan media sosial dan mengelola waktu dengan lebih seimbang untuk mengurangi stres akademik. Hasil penelitian ini dapat menjadi landasan bagi pengembangan intervensi dan program bimbingan yang membantu mahasiswa mengelola penggunaan media sosial dengan lebih seimbang.

Studi Deskriptif Teacher Efficacy Guru yang Mengajarkan Critical Thinking di Sekolah Dasar Sekolah Alam Bandung Fatima Azzahra; Dewi Rosiana
Bandung Conference Series: Psychology Science Vol. 4 No. 2 (2024): Bandung Conference Series: Psychology Science
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsps.v4i2.12927

Abstract. Teachers are required to have 21st century skills, one of which is critical thinking. Teachers who have high self-efficacy tend to be proactive in their approach to increasing knowledge through involvement in various activities, while teachers with low self-efficacy tend to be less involved in various activities because they feel that the efforts given and the need to develop themselves are not related. This study aims to analyze the teacher efficacy of teachers who teach critical thinking at Alam Bandung Elementary School. This study uses a quantitative approach with a descriptive method. The population of the study was teachers at Alam Bandung Elementary School using a total sampling technique of 30 teachers at Alam Bandung Elementary School. The statistical analysis used in this study was descriptive statistics. The results of the statistical analysis showed that the teacher efficacy of teaching critical thinking at Alam Bandung Elementary School was 96.76% in the high category, while 3.30% had a low level of teacher efficacy. Likewise, the three aspects of teacher efficacy, namely; Efficacy for Teaching, Efficacy for Classroom Management, and Efficacy for Student Engagement showed high statistical figures. Thus, the conclusion of this study is that teachers have high self-efficacy in teaching critical thinking to students at Alam Bandung Elementary School. This indicates that teachers at Alam Bandung Elementary School are able to use their self-efficacy in teaching activities in critical thinking. Abstrak. Guru dituntut harus memiliki keterampilan abad-21 salah satunya critical thinking. Guru yang mempunyai self efficacy yang tinggi cenderung proaktif dalam pendekatan mereka terhadap peningkatan pengetahuan melalui keterlibatan dalam berbagai kegiatan, sedangkan guru dengan self efficacy rendah cenderung kurang mempunyai keterlibatan dalam berbagai kegiatan karena merasa bahwa upaya yang diberikan dan kebutuhan dalam mengembangkan diri tidak terkait. Penelitian ini bertujuan untuk menganalisis teacher efficacy guru yang mengajarkan critical thinking di Sekolah Dasar Sekolah Alam Bandung. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Populasi penelitian adalah guru Sekolah Dasar Sekolah Alam Bandung dengan menggunakan teknik total sampling sebanyak 30 orang guru di Sekolah Dasar Sekolah Alam Bandung. Analisis statistik yang digunakan dalam penelitian ini adalah statistik deskriptif. Hasil analisis statistik menunjukkan teacher efficacy yang mengajarkan critical thinking di Sekolah Dasar Sekolah Alam Bandung sebanyak 96,76% berada pada kategori tinggi, sedangkan sebanyak 3,30% memiliki tingkat teacher efficacy rendah. Begitu juga dengan ketiga aspek pada teacher efficacy yakni; Efficacy for Teaching, Efficacy for Classroom Management, dan Efficacy for Student Engagement menunjukkan angka statistik yang tinggi. Dengan demikian simpulan dari penelitian ini adalah guru memiliki self efficacy yang tinggi dalam mengajarkan critical thinking pada siswa di SD Alam Bandung. Hal ini mengindikasikan bahwa guru di SD Alam Bandung mampu menggunakan self efficacy nya pada kegiatan mengajar dalam critical thinking.

Kajian Mengenai Academic Burnout pada Mahasiswa Fakultas Kedokteran Della Amelia Juanda; Dewi Rosiana
Bandung Conference Series: Psychology Science Vol. 4 No. 2 (2024): Bandung Conference Series: Psychology Science
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsps.v4i2.12959

Abstract. Academic burnout is a condition of physical, mental, and emotional exhaustion experienced by students due to excessive academic pressure. This term is adapted from the concept of "job burnout," and although students are not workers, the structure of their tasks and exams reflects job-like characteristics that can lead to burnout. Signs of academic burnout include lack of interest, low motivation, and fatigue in completing educational tasks, resulting in demotivation and decreased academic performance. Factors causing academic burnout include workload, control, reward, community, value, and fairness. The main dimensions of academic burnout are emotional exhaustion, cynicism, and reduced professional efficacy. According to research by Syafira et al. (2021), medical students experience academic burnout with high levels of emotional exhaustion in 141 students (44.8%), high levels of depersonalization/cynicism in 166 students (52.7%), and high levels of personal accomplishment in 137 students (43.5%). Rabuka et al. (2023) also revealed that 75.9% of medical students experience academic burnout. Addressing and preventing academic burnout requires attention to proportional workload, emotional support, and a fair and supportive academic environment. Abstrak. Academic burnout merupakan kondisi kelelahan fisik, mental, dan emosional yang dialami mahasiswa akibat tekanan akademik yang berlebihan. Istilah ini diadaptasi dari konsep "job burnout," dan meskipun mahasiswa bukan pekerja, struktur tugas dan ujian mereka mencerminkan karakteristik pekerjaan yang dapat menyebabkan burnout. Tanda-tanda academic burnout mencakup kurangnya minat, rendahnya motivasi, dan kelelahan dalam menyelesaikan tugas-tugas pendidikan, yang berujung pada demotivasi dan penurunan performa akademik. Faktor-faktor penyebab academic burnout meliputi workload, control, reward, community, value dan fairness. Dimensi utama dari academic burnout adalah emotional exhaustion, cynicism, dan reduced professional efficacy. Menurut penelitian Syafira et al. (2021), mahasiswa fakultas kedokteran mengalami academic burnout dengan distribusi dimensi emotional exhaustion tingkat tinggi pada 141 mahasiswa (44.8%), dimensi depersonalization/cynicism tingkat tinggi pada 166 mahasiswa (52.7%), dan dimensi personal accomplishment tingkat tinggi pada 137 mahasiswa (43.5%). Rabuka et al. (2023) juga mengungkapkan bahwa 75.9% mahasiswa fakultas kedokteran mengalami academic burnout. Penanganan dan pencegahan academic burnout memerlukan perhatian terhadap beban kerja yang proporsional, dukungan emosional, serta lingkungan akademik yang adil dan mendukung.

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