Article Per Year (5 Year)
p-Index From 2020 - 2025
1.925
P-Index
This Author published in this journals
All Journal Jurnal Literasiologi Jurnal Penelitian Tarbawi: Pendidikan Islam dan Isu-Isu Sosial TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Innovative: Journal Of Social Science Research Jurnal Psikologi dan Konseling West Science Jurnal Ilmiah Sultan Agung Journal of Islamic Education and Ethics MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN Jurnal Penelitian Pendidikan Indonesia (JPPI) Pedagogic Research - Applied Literacy Journal Multidisciplinary Indonesian Center Journal Jurnal Pendidikan Penggerak
Muchtar, Asmaji
Unknown Affiliation
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Jurnal Pendidikan Penggerak

 1 
Factors Contributing to Academic Stress among Islamic Education Masters Students in the Class of 2024 at Sultan Agung Islamic University: English Irfan, Alif; Choeroni; Muchtar, Asmaji
Jurnal Pendidikan Penggerak Vol. 2 No. 2 (2024): Desember
Publisher : Lembaga Otonom Lembaga Informasi dan Riset Indonesia (KITA INFO dan RISET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/jpp.v2i2.4001

Abstract

This study examines the elements that contribute to academic stress among master's students in Islamic Education from the class of 2024 at Sultan Agung Islamic University. A quantitative study approach was utilised, involving a sample of 100 students, with data obtained using a questionnaire. The findings indicate that both internal and external variables substantially influence academic stress, albeit in differing degrees. Internally, self-confidence and time management skills were seen as critical variables, with 57% of respondents reporting that insufficient self-confidence exacerbated their academic stress, while 60% admitted that inadequate time management skills intensified academic strain. Nonetheless, learning motivation was shown to exert a little influence, as 79% of participants did not see poor motivation as a principal factor contributing to stress. Concerning external influences, social pressures were identified as the predominant driver, with 60% of respondents acknowledging that social expectations significantly influenced their academic stress. Conversely, 77% and 94% of respondents did not see physical and psychological environmental circumstances, together with familial pressure, as major factors. Most kids did not find high academic standards onerous, however others felt burdened. In conclusion, self-confidence and time management were recognised as the most impactful internal elements, but social expectations were seen as the most significant external component. This study's findings offer significant insights for educational institutions to formulate more effective measures to alleviate academic stress by addressing internal and external causes
Co-Authors Asshidqi, Akhsan Azhar M, Andi Ikhsan Choeroni Choeroni Choeroni Irfan, Alif Makhsun, Toha Muh. Nasir Muhamad Iqbal Nugraha, Muhammad Akbar Sa'adah Sardi, Ahmad Idrus Sudarsono Toha Makhshun Wajdi , Amanat Muhammad Farid Warsiyah Warsiyah, Warsiyah