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All Journal Jurnal Psikologi Teori dan Terapan Bioscientist : Jurnal Ilmiah Biologi
Qisthi, Naufalia
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Public Health Social Sciences

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Managing Academic Stress: Case Study of High School Students and Strategies in Biology Learning Qisthi, Naufalia; Juniarti, Mia Angrianan; Hamdiyati, Yanti; Rahmat, Adi; Winarno, Nanang
Jurnal Psikologi Teori dan Terapan Vol. 15 No. 01 (2024): Vol. 15 No. 1 (2024): Jurnal Psikologi Teori dan Terapan
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jptt.v15n01.p32-47

Abstract

Abstract Background: Stress is a phenomenon that is often ignored in society because it is related to mental health. Academic stress is a subjective response to high academic demands and changes in the school environment. Objectve: These findings highlight the need for educational institutions to consider lesson timing to manage students' academic stress. Method: The research method used is quantitative descriptive. In data analysis, 40 students from one class were taken as samples using purposive sampling technique. The sample determined by the researcher was public and private high school students without gender restrictions. Result: The variable biology lesson hours has a significant correlation with students' academic stress levels, while gender does not have a significant correlation. The Kruskal Wallis test showed little difference in stress levels between biology lessons held in the morning or afternoon. Conclusion: Using the SEL approach can help educational institutions create learning environments that are more adaptive and responsive to students' needs in dealing with academic stress.   Abstrak Latar Belakang: Stres merupakan fenomena yang sering diabaikan dalam masyarakat karena terkait dengan kesehatan mental. Stres akademik merupakan respons subjektif terhadap tuntutan akademik yang tinggi dan perubahan lingkungan sekolah. Tujuan: Temuan ini menyoroti perlunya institusi pendidikan mempertimbangkan pengaturan waktu pelajaran untuk mengelola stres akademik siswa. Method: Penelitian ini menggunakan metode deskriptif kuantitatif untuk mengeksplorasi tingkat stres akademik siswa Sekolah Menengah Atas pada pelajaran biologi. Metode penelitian yang digunakan yaitu deskriptif kuantitatif. Dalam analisis data, 40 siswa dari satu kelas diambil sebagai sampel menggunakan teknik purposive sampling. Sampel yang ditentukan oleh peneliti yaitu siswa SMA negeri dan swasta tanpa batasan jumlah gender. Hasil: Variabel jam pelajaran biologi memiliki korelasi signifikan dengan tingkat stres akademik siswa, sedangkan gender tidak memiliki korelasi signifikan. Uji Kruskal Wallis menunjukkan sedikit perbedaan dalam tingkat stres antara pelajaran biologi yang diadakan pada jam pagi atau siang. Simpulan: Penggunaan pendekatan SEL dapat membantu institusi pendidikan menciptakan lingkungan pembelajaran yang lebih adaptif dan responsif terhadap kebutuhan siswa dalam menghadapi stres akademik.
Implementation of Social Emotional Learning to Manage Academic Stress and Its Impact on Senior High School Students' Well-Being in Coordination System Topic Qisthi, Naufalia; Rahmat, Adi; Kusnadi, Kusnadi
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 3 (2025): September
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v13i3.13863

Abstract

This study aims to determine the effectiveness of Social Emotional Learning (SEL) in managing academic stress and its influence on well-being and conceptual understanding of the coordination system material. This study employs a mixed-methods embedded approach, involving pretests, posttests, and qualitative interviews. The population of this research is senior high school students in one public school in Ciamis Regency. The sample was selected using purposive sampling, in which two classes of grade XI students were chosen based on the consideration that their Biology lesson schedules were relatively similar and their average academic stress scores were nearly equal. These classes were then assigned as the experimental group and the control group. The experimental group underwent SEL intervention, while the control group followed the conventional learning process. Data collection techniques included academic stress questionnaires, conceptual understanding tests, and well-being interviews. The quantitative data were analyzed using paired t-tests and independent t-tests, while qualitative data were analyzed through thematic coding. The results revealed a significant decrease in academic stress (p < 0.05) and improvement in conceptual understanding in the experimental group. The qualitative findings highlighted enhanced well-being in terms of emotional regulation, self-awareness, and interpersonal skills. This study concludes that SEL can be an effective approach to reducing academic stress and fostering holistic development in high school students, and it is recommended for broader implementation in educational practices.
Co-Authors Adi Rahmat Juniarti, Mia Angrianan Kusnadi Mrs Yanti Hamdiyati Nanang Winarno