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GAMBARAN BURNOUT IBU DALAM PENDAMPINGAN BELAJAR SISWA SEKOLAH DASAR DENGAN METODE BLENDED LEARNING SELAMA PANDEMI COVID-19 DI DESA PONOWAREN : THE MOTHER'S BURNOUT IN LEARNING ASSISTANCE CHILDREN WITH BLENDED LEARNING DURING THE COVID-19 PANDEMIC AT PONOWAREN Rizqi Wahyu Hidayati; Juwita Novie Andriana
Jurnal Keperawatan Notokusumo Vol. 10 No. 2 (2022): Desember
Publisher : LPPM STIKES NOTOKUSUMO YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (395.12 KB)

Abstract

Latar Belakang: Blended learning diterapkan untuk mendukung percepatan pertemuan tatap muka terbatas, secara tidak langsung menimbulkan permasalahan yang dirasakan orang tua ketika mendampingi anak belajar, seperti perasaan lelah, rendahnya pencapaian diri sendiri dan naiknya perasaan emosional yang dapat memicu adanya burnout. Tujuan Penelitian: Dalam penelitian ini bertujuan untuk melihat gambaran burnout ibu dalam pendampingan belajar siswa sekolah dasar dengan metode blended learning selama pandemi COVID-19 di Desa Ponowaren. Metode Penelitian: Penelitian ini menggunakan metode kuantitatif dengan rancangan desktiptif. Sampel penelitian ini sebanyak 106 ibu, menggunakan teknik simple ramdom sampling, kriteria inklusi antara lain ibu yang mempunyai anak SD, ibu pendamping utama. Alat pengambilan data berupa kuesioner Parental Burnout Assessment (PBA). Analisa data yang digunakan yaitu analisis univariat. Hasil Penelitian: Hasil penelitian menunjukkan bahwa gambaran burnout ibu mayoritas dalam kategori rendah sebanyak 100 responden (94.3%), sebagian besar ibu adalah ibu rumah tangga (61.3%) berpendidikan SMP (48.1%) dan mendampingi belajar kurang dari 30 menit (52.8%) Kesimpulan: Ibu yang mendampingi belajar anak sekolah dasar di Desa Ponowaren dalam kategori burnout rendah.   Background: Blended learning is applied to support the acceleration of limited face-to-face learning (PTM), indirectly causing issues parents to feel when accompanying children to learn, such as exhaustion, low self-accomplishment and elevated emotional feelings that can lead to burnout. Objectives: This study intended to overview mother burnout in learning assistance for primary school students utilising the blended learning method during the COVID-19 pandemic in Ponowaren Village. Method: This study employed a quantitative method with a descriptive design. This research sample comprised 106 mothers, utilising a simple random sampling technique, and the inclusion criteria were mothers with primary school children and mothers as the primary companion. The data collection instrument applied a Parental Burnout Assessment (PBA) questionnaire and analysed utilised the univariate analysis. Results: The findings indicated that most mothers' burnout descriptions were in the mild category, totalling 100 respondents (94.3%), the percentage of mother with household, junior highschool education, and accompaining less than 30 minutes are bigger than other criterias. There were household (61.3%), junior high school education (48.1%), and accompaniying study less than 30 minutes (52.8%) Conclusion: Mothers accompanying their primary school children to learn in Ponowaren Village fall under the light burnout category.
PENGARUH ACADEMIC SELF-EFFICACY DAN STUDENT ENGAGEMENT TERHADAP ACADEMIC BURNOUT MAHASISWA DALAM PEMBELAJARAN DARING: The Effect of Academic Self-Efficacy and Student Engagement on Student Academic Burnout in Online Learning Dessy Puspa Anggraini; Achmad Chusairi
Journal of Community Mental Health and Public Policy Vol. 4 No. 2 (2022): APRIL
Publisher : Lembaga Penelitian dan Terapan untuk Kesehatan Jiwa (Lenterakaji)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51602/cmhp.v4i2.70

Abstract

ABSTRACTChanges in learning methods have the potential to cause psychological effects on students. The impact of these changes puts students at risk of mental health problems, one of which is stress. The research method used in this research is quantitative. This research was conducted on students in the city of Surabaya who underwent online learning, the number of respondents was 153 people. The data collection technique of this research is a survey using a questionnaire. The academic self-efficacy variable in this study was measured using the academic self-efficacy scale, the student engagement variable using the Online Student Engagement Scale (OSE), and the academic burnout variable using Maslach Burnout. Inventory-Student Survey (MBI-SS). Data analysis used stepwise regression using SPSS for windows application. Based on the research data analysis, the regression of the academic self-efficacy variable on academic burnout showed significant results with p = 0.000 and R2 = 0.092. The regression results of academic self-efficacy and student engagement variables on academic burnout showed significant results with p = 0.000, R2 = 0.023. There is a significant negative effect between academic self-efficacy on academic burnout. Then in this study, the results also show that there is a significant negative effect between student engagement on academic burnout, so it can be concluded that there is a significant simultaneous or joint effect between academic self-efficacy and student engagement variables on academic burnout. ABSTRAKPerubahan metode pembelajaran berpotensi menimbulkan efek psikologis bagi siswa. Dampak dari perubahan tersebut menempatkan siswa pada risiko masalah kesehatan mental, salah satunya adalah stres. Metode penelitian yang digunakan pada penelitian ini adalah kuantitatif. Penelitian ini dilakukan pada mahasiswa di Kota Surabaya yang menjalani pembelajaran daring, jumlah responden 153 orang. Teknik pengumpulan data penelitian ini adalah survei menggunakan kuesioner. Variabel academic self-efficacy dalam penelitian ini diukur dengan menggunakan skala academic self-efficacy, variabel student engagement menggunakan Online Student Engagement Scale (OSE), dan variabel academic burnout menggunakan Maslach Burnout. Inventory Student Survey (MBI-SS). Analisis data yang digunakan stepwise regression dengan menggunakan aplikasi SPSS for windows. Berdasarkan analisis data penelitian, regresi variabel academic self-efficacy terhadap academic burnout menunjukkan hasil yang signifikan dengan p = 0,000 dan R2 = 0,092. Hasil regresi variabel academic self-efficacy dan student engagement terhadap academic burnout menunjukkan hasil yang signifikan dengan p = 0,000, R2 = 0,023. Terdapat pengaruh negatif yang signifikan antara academic self-efficacy terhadap academic burnout. Kemudian pada penelitian ini hasil juga menunjukkan bahwa terdapat pengaruh negatif yang signifikan antara student engagement terhadap academic burnout, sehingga dapat disimpulkan bahwa adapengaruh simultan atau bersama yang signifikan antara variabel academic self-efficacy dan student engangement terhadap academic burnout.
The Relationship between Understanding of Materials and Burnout with Stress Levels of Nursing Students at Bale Bandung University (UNIBBA) In E-Learning Learning During the Covid-19 Pandemic Siti Solihat; Sativa Oryziaulhaq Hasbullah; Jahirin Jahirin
Jurnal KESANS : Kesehatan dan Sains Vol 1 No 7 (2022): KESANS : International Journal of Health and Science
Publisher : Rifa'Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54543/kesans.v1i7.76

Abstract

Covid-19 has made many changes, especially in the education sector, which has shifted the learning process which is generally carried out face-to-face to e-learning. This system change has an impact on the psychosocial conditions of students who are not familiar with this method, one of which is the increase in student stress. This is caused by various factors, including an understanding of the material provided, learning boredom that arises, and so on. This study aims to determine the level of understanding of the material and the saturation of learning with the stress level of nursing students at Bale Bandung University (UNIBBA) in e-learning during the covid-19 pandemic. The research design used a cross-sectional with a correlational approach. A sample of 86 nursing students aged 17-26 years was taken by purposive sampling. The research instrument used a questionnaire sheet via a google form and a statistical test with Spearman Correlation Rank at an error rate of 5%. The results showed that most of them experienced mild stress (62.8%), almost all students were quite good at understanding the material (76.7%), and almost all of them experienced learning boredom at a moderate level (76.7%). From the results of the Spearman Rank test, it was concluded that there was a relationship between understanding of the material and stress levels (correlation coefficient -0.221, p-value 0.041), and there was a relationship between learning saturation and student stress levels (correlation coefficient 0.353 and p-value 0.001). Thus, the researcher advises students to continue to increase coping stress, especially in the e-learning learning process by controlling the emotional feelings that arise due to the stressful situation.
Can Learning Agility Predict Students’ Academic Burnout During Distance Learning Putri Adinda Novianti; Whisnu Yudiana; Shally Novita
Journal of Educational, Health and Community Psychology VOL 12 NO 1 MARCH 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.v1i1.25098

Abstract

Various new academic challenges faced by students during the distance learning period lead to vulnerability in academic burnout. This condition requires them to become agile learners to be able to face various challenges in new learning situations. This study aims to determine the role of learning agility on students’ academic burnout during distance learning. The online survey provided quantitative data from 210 students taking distance learning. The Learning Agility Scale and the Maslach Burnout Inventory-Student Survey (MBI-SS) were used to measure student learning agility and academic burnout, respectively. The results show that learning agility is a significant predictor of academic burnout, so the higher the learning agility, the lower the level of academic burnout. Furthermore, the difference in the length of study did not affect learning agility role on students’ academic burnout. The implication and limitation of this study are discussed in this article.
Learning Burnout; Teacher's Strategy in Creating Effective Learning Sabran Sabran; Riswadi Riswadi; Hasan Baharun; Siti Nur Hidayah; Siti Aminah
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 7, No 4 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i4.4155

Abstract

Learning burnout must get serious attention from the teacher so that the learning he does becomes effective and efficient. This study aims to discover the strategies used to overcome learning saturation for early childhood at school. This type of research uses a qualitative case study approach, an inquiry method that emphasizes the search for meaning, understanding, concepts, characteristics, symptoms, symbols or descriptions of a phenomenon in the research setting, prioritizing quality, using several methods, and presenting narratively. Data collection techniques were carried out through interviews, observation and documentation. The data analysis technique was carried out through three stages: data reduction, data presentation, and conclusion drawing. The research and discussion results show that strategies for overcoming learning saturation in early childhood have been carried out very well and optimally. The use of methods, media, learning strategies and interactions with students is planned and systematic to reduce learning boredom in the classroom.
The Role of Learning Motivation in Mediating the Influence of Self-Regulated Learning and Peer Social Support on Academic Burnout in Grade XI Boarding School Students at Madrasah Aliyah, Sleman Regency Ika Nuryana; Daru Wahyuni
International Journal of Economics and Management Sciences Vol. 2 No. 1 (2025): International Journal of Economics and Management Sciences
Publisher : Asosiasi Riset Ekonomi dan Akuntansi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijems.v2i1.451

Abstract

Academic burnout is common among students, especially students who attend boarding schools. Academic burnout is a situation experienced by students due to excessive academic demands and a feeling of no longer being able to accept academic tasks, characterized by emotional and physical exhaustion, cynicism, and decreased academic confidence. This study aims to determine: (1) the effect of self-regulated learning on learning motivation; (2) the effect of peer support on learning motivation; (3) the effect of self-regulated learning on academic burnout; (4) the effect of peer social support on academic burnout; (5) the effect of learning motivation on academic burnout; (6) the effect of self-regulated learning on academic burnout through learning motivation; (7) the effect of peer social support on academic burnout through learning motivation of class XI boarding school students at Madrasah Aliyah, Sleman Regency.This study is a causal associative study with a quantitative approach. The population in this study were 1,023 students of class XI boarding school at Madrasah Aliyah Sleman Regency in 2024 with a sample of 287 students determined by the two-stage random sampling technique. Data collection was carried out using a questionnaire and then processed using path analysis.The results of the study show that: (1) self-regulated learning has a significant positive effect on learning motivation; (2) peer social support has a significant positive effect on learning motivation; (3) self-regulated learning does not have an effect on academic burnout; (4) peer social support has a negative effect on academic burnout; (5) learning motivation has a negative effect on academic burnout; (6) self-regulated learning has a negative effect on academic burnout through learning motivation; (7) peer social support has a negative effect on academic burnout through learning motivation.
PENGARUH CAREER ADAPT-ABILITIES TERHADAP BURNOUT LEARNING YANG DIMEDIASI ENGAGEMENT LEARNING Yudhi Purwa Nugraha; Fitri Uswatun Khasanah
Jurnal Integrasi Sains dan Quran Vol 3 No 02 (2024): Agustus
Publisher : SMA Trensains Muhammadiyah Sragen

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

University is an important phase in one's personal and professional development. During this time,  students experience a crucial transition from the world of education to the world of work. To survive the challenges of this transition, students need to develop career adapt-abilities to be successful. But there are real problems, which is burnout learning. Research has shown that burnout learning can influence low engagement learning, which in turn leads to low levels of career adapt-abilities. The purpose of the investigation is to find out how career adapt-abilities, engagement learning, and burnout learning are interrelated and affect students' career development. This study is a cross-sectional study using adapted psychological scales. The data were analysed using the mediation regression analysis. The findings revealed that there is a significant relationship between career adapt-abilities, engagement learning, and burnout learning. The present investigation's findings can serve as a basis for the development of career adapt-abilities that focus on self-understanding, skill enhancement, and wisdom in the face of change. An environment that is safe, supportive, and encourages engagement will increase engagement learning.
PENGARUH CAREER ADAPT-ABILITIES TERHADAP BURNOUT LEARNING YANG DIMEDIASI ENGAGEMENT LEARNING Nugraha, Yudhi Purwa; Fitri Uswatun Khasanah
Jurnal Integrasi Sains dan Quran Vol 3 No 02 (2024): Agustus
Publisher : SMA Trensains Muhammadiyah Sragen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64477/302308-218

Abstract

University is an important phase in one's personal and professional development. During this time,  students experience a crucial transition from the world of education to the world of work. To survive the challenges of this transition, students need to develop career adapt-abilities to be successful. But there are real problems, which is burnout learning. Research has shown that burnout learning can influence low engagement learning, which in turn leads to low levels of career adapt-abilities. The purpose of the investigation is to find out how career adapt-abilities, engagement learning, and burnout learning are interrelated and affect students' career development. This study is a cross-sectional study using adapted psychological scales. The data were analysed using the mediation regression analysis. The findings revealed that there is a significant relationship between career adapt-abilities, engagement learning, and burnout learning. The present investigation's findings can serve as a basis for the development of career adapt-abilities that focus on self-understanding, skill enhancement, and wisdom in the face of change. An environment that is safe, supportive, and encourages engagement will increase engagement learning.
Beyond the Virtual Classroom: Computer Self-Efficacy and Its Effects on Learning Burnout in Asynchronous E-learning Millah, Roihatul; Siswanto, Romi; Jamilah, Sitti; Ardiana
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.4776

Abstract

Many ELT students in asynchronous e-learning may experience burnout despite having adequate technological skills. Understanding how computer self-efficacy (CSE) relates to burnout is therefore essential to support their well-being. The study aimed to investigate the correlation between CSE and learning burnout and to examine whether CSE predicts burnout among ELT students in an Open and Distance Learning (ODL) university. Using a correlational–predictive design, data from 38 students were analyzed through Pearson correlation and simple linear regression. Results showed varied CSE levels: basic computer skills ranked highest, followed by media-related skills, while web-based skills were lowest. Students appeared more confident with basic functions than with online or media tools. Exhaustion emerged as the strongest burnout symptom. A significant positive correlation was found between CSE and learning burnout (r = 0.370, p = 0.022), and regression analysis showed that CSE significantly predicted burnout (F = 5.709, p = 0.022), accounting for 13.7% of the variance. Each unit increase in CSE corresponded to a 0.480-unit rise in burnout. These results challenge the assumption that higher technological competence always reduces burnout. Instead, students with stronger CSE may over-engage with digital tools, increasing exhaustion. The findings highlight the need for balanced technology use and thoughtful e-learning design to protect students’ well-being.
The Effectiveness of Group Rational Emotive Behavior Therapy to Reduce Student Learning Burnout Cony Anggreini; Daharnis Daharnis; Yeni Karneli
International Journal of Research in Counseling and Education Vol 3, No 2 (2019): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (609.885 KB) | DOI: 10.24036/00103za0002

Abstract

This study aims to examine the effectiveness of the Group Rational Emotive Behavior Therapy approach in reducing learning burnout experienced by students due to irrational thoughts. This research is a quantitative analysis that uses the method of Quasi-Experiment through the design of The Non-Equivalent Control Group. The subjects in this study were class VIII-1 students as the experimental group and class VIII-8 students as the control group. The instrument used is a learning burnout scale with the validity of 0.273 (Pearson Product Moment) and reliability of 0.936 (Alpha Cronbach). Data analysis was conducted using nonparametric statistics with the Wilcoxon Signed Ranks Test and Kolmogorov-Smirnov 2 Independent Samples. The results of this study show that the REBT approach in a group setting is effective for reducing student learning burnout. This can be seen from the score of student learning burnout in the experimental group, which experienced a greater and more significant decline than the control group.

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