Profil Durasi Screen Time dan Tingkat Stres Paska Pembelajaran Online pada Calon Guru Biologi - Gina Nuranti; Neni Nuryani (Jurnal Bioterdidik: Wahana Ekspresi Ilmiah, 2022)
The implementation of online learning methods requires students to be in front of a screen for a longer time. This light exposure is thought to be related to emerging problems such as academic stress. Therefore, researchers want to know the profile of student stress levels during the distance learning period during the COVID-19 pandemic. This study used observational research methods with a cross-sectional research design. The research subjects were students of the Biology Education UMMI with 58 respondents. Stress level data was obtained through the DASS-42 questionnaire. The results showed that 39.65% of students were active in front of gadget screens for learning activities for 8 to 10 hours per day, and 48.28% of students used gadgets before going to bed. In addition, based on the DASS-42 questionnaire, it shows that students in general are at a moderate level of stress (41.38%), a very severe level of anxiety (36.21%), and a normal level of depression (56.90%).Penerapan metode pembelajaran daring mengharuskan mahasiswa berada di depan layar dalam waktu yang lebih lama. Paparan cahaya ini diduga terkait dengan masalah-masalah yang muncul seperti stres akademik. Oleh karena itu, peneliti ingin mengetahui profil tingkat stres mahasiswa selama masa pembelajaran jarak jauh di masa pandemi Covid-19. Penelitian ini menggunakan metode penelitian observasional, dengan desain penelitian cross sectional. Subjek penelitian adalah mahasiswa Pendidikan Biologi, UMMI sebanyak 58 responden.  Data tingkat stres diperoleh melalui kuesioner DASS-42. Hasil penelitian menunjukkan bahwa 39,65% mahasiswa beraktivitas di depan layar gadget untuk kegiatan belajar selama 8 sampai 10 jam per harinya dan 48,28% mahasiswa menggunakan gadget sebelum tidur. Selain itu, berdasarkan kuisioner DASS-42 menunjukkan bahwa mahasiswa secara umum berada pada tingkat stress kategori sedang (41,38%), tingkat kecemasan kategori sangat parah (36,21%), tingkat depresi normal (56,90%).Kata kunci: stres akademik, pembelajaran daring, screen timeDOI: http://dx.doi.org/10.23960/jbt.v10.i3.26477