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Izzati Aufa, Nurul
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Nursing

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The Relationship Between Time Management and Academic Achievement Among University Students Izzati Aufa, Nurul; Sri R, Amelia; Fatimah A, Siti; Fitriyani, Amel; Izzati Aufa, Beby Woro E
KIAN JOURNAL Vol 3 No 2 (2024): KIAN JOURNAL (September 2024)
Publisher : Yayasan Inspirasi El Burhani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56359/kian.v3i2.588

Abstract

Introduction: Time management is a crucial skill for university students in balancing academic and personal responsibilities. Previous studies suggest that effective time management supports academic achievement, yet many students struggle to apply it consistently. Understanding this relationship is important to inform strategies that enhance student success. Objective: This study aimed to examine the relationship between time management skills and academic achievement among university students. Methods: A cross-sectional study was conducted at UIN Jakarta in March–April 2025, involving 39 undergraduate students. Participants completed a questionnaire assessing time management and academic performance. Data were analyzed using IBM SPSS version 29. Descriptive statistics summarized demographics, and a Chi-square test assessed the association between time management and academic achievement (p < 0.05). Results: Most students demonstrated fairly good time management (69.2%) and very good academic performance (69.2%). However, the Chi-square analysis showed no significant relationship between time management and academic achievement (p = 0.817). Conclusion: Despite previous findings suggesting a positive link, this study found no significant correlation between time management and academic success. The results highlight the complexity of academic performance and suggest that additional factors such as motivation, learning strategies, and institutional support play essential roles. These findings imply that interventions to support academic success should adopt a more holistic approach.
The Relationship Between Stress Levels and Coping Mechanisms in Students Facing Clinical Practice Izzati Aufa, Nurul; Nopianti, Risna; Indira, Saranova; Nurfadilah, Rizki; Febrianti, Selvi
KIAN JOURNAL Vol 3 No 2 (2024): KIAN JOURNAL (September 2024)
Publisher : Yayasan Inspirasi El Burhani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56359/kian.v3i2.591

Abstract

Introduction: Clinical practice is a critical stage in nursing education but often causes considerable stress among students. Coping mechanisms play an essential role in managing this stress and determining students’ academic and psychological outcomes. Methods: A cross-sectional study was conducted in May 2024 at STIKes Muhammadiyah Ciamis with 34 students in clinical practice (PBK). Peer support (independent variable) was measured using a validated questionnaire with four indicators (Cronbach’s alpha = 0.84). Stress levels (dependent variable) were assessed using the 14-item stress subscale of the DASS-42 (Cronbach’s alpha = 0.89). Data were collected via Google Forms and analyzed with SPSS 29 using descriptive statistics and the Chi-square test (p < 0.05). Results: The results showed that most students experienced moderate stress (76.5%) and the rest experienced severe stress (23.5%). No participants reported mild stress levels. In terms of coping mechanisms, 79.4% of students used adaptive coping strategies, while 20.6% used maladaptive ones. The Chi-square test indicated no statistically significant relationship between stress levels and the type of coping mechanisms used (p = 0.465). Conclusion: This study found no significant association between stress levels and coping mechanisms among undergraduate students undergoing clinical learning. Although most students experienced moderate to severe stress, the majority employed adaptive coping strategies. These findings suggest a promising level of resilience among students and highlight the importance of continuous institutional support and coping-skills development in clinical education settings.
Co-Authors Fatimah A, Siti Febrianti, Selvi Fitriyani, Amel Indira, Saranova Izzati Aufa, Beby Woro E Nopianti, Risna Nurfadilah, Rizki Sri R, Amelia